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1.
Committed for life? Variations in teachers’ work, lives and effectiveness   总被引：1，自引：0，他引：1  
This paper is based upon a unique mixed methods 4-year research project which focused upon the variations in teachers’ work, lives, and effectiveness of 300 elementary and secondary school teachers in a range of 100 schools across seven regions of England. Its findings challenge linear conceptions of teacher development and expertise and provide new understandings of the effects of personal, school and broader policy contexts upon professional life phase trajectories and teachers’ emotional identities. It finds connections between these and teachers’ commitment, resilience, and effectiveness. This paper discusses these in relation to the school standards and teacher retention agendas.
Christopher DayEmail:
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2.
This study investigates pre-service teachers’ perceptions of urban schools. We asked 41 pre-service teachers, mostly white and female, to report their perceptions of four aspects of urban schools (appearance and atmosphere, resources, students, and teachers) and identify the sources of their perceptions. We analyze the data qualitatively to understand how they perceive urban schools and quantitatively to determine group trends in their perceptions. Findings reveal that their perceptions of urban schools are complex, with negative and positive impressions of selected aspects of urban schools. Implications of these findings for teacher education, in particular, urban field placements and curriculum, are explored.
Jean Ann (Corresponding author)Email:
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3.
Physics teachers’ approaches to teaching physics are generally considered to be linked to their views about physics. In this qualitative study, the views about physics held by a group of physics teachers whose teaching practice was traditional were explored and compared with the views held by physics teachers who used conceptual change approaches. A particular focus of the study was teachers’ views about the role of mathematics in physics. The findings suggest the traditional teachers saw physics as discovered, close approximations of reality while the conceptual change teachers’ views about physics ranged from a social constructivist perspective to more realist views. However, most teachers did not appear to have given much thought to the nature of physics or physics knowledge, nor to the role of mathematics in physics.
Pamela MulhallEmail:
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4.
Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools. In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher workshops, effectively promoted students’ science learning, along with English language development and mathematics learning. Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated into our on-going intervention efforts and offer insights into features of effective professional development initiatives in improving science achievement for all students.
Scott LewisEmail:
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5.
Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development supports technology use within inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning beyond formal professional development programs.
Tara E. HigginsEmail:
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6.
This study investigated 481 in-service elementary teachers’ level of mathematical content knowledge, attitudes toward mathematics, beliefs about the effectiveness of inquiry-based instruction, use of inquiry-based instruction and modeled the relationship among these variables. Upper elementary teachers (grades 3–5) were found to have greater content knowledge and more positive attitudes toward mathematics than primary teachers (grades K-2). There was no difference in teachers’ beliefs about effective instruction, but primary level teachers were found to use inquiry-based instruction more frequently than upper elementary teachers. Consistent with Ernest’s [Ernest (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13–33] model of mathematics teaching, content knowledge, attitudes, and beliefs were all found to be related to teachers’ instructional practice. Furthermore, beliefs were found to partially mediate the effects of content knowledge and attitudes on instructional practice. Content knowledge was found to be negatively related to beliefs in the effectiveness of inquiry-based instruction and teachers’ use of inquiry-based instruction in their classrooms. However, overall, teachers with more positive attitudes toward mathematics were more likely to believe in the effectiveness of inquiry-based instruction and use it more frequently in their classroom. Teacher beliefs were found to have the strongest effect on teachers’ practice. Implications for the goals and objectives of elementary mathematics methods courses and professional development are discussed.
Jesse L. M. WilkinsEmail:
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7.
The main goal of the study reported in our paper is to characterize teachers’ choice of examples in and for the mathematics classroom. Our data is based on 54 lesson observations of five different teachers. Altogether 15 groups of students were observed, three seventh grade, six eighth grade, and six ninth grade classes. The classes varied according to their level—seven classes of top level students and six classes of mixed—average and low level students. In addition, pre and post lesson interviews with the teachers were conducted, and their lesson plans were examined. Data analysis was done in an iterative way, and the categories we explored emerged accordingly. We distinguish between pre-planned and spontaneous examples, and examine their manifestations, as well as the different kinds of underlying considerations teachers employ in making their choices, and the kinds of knowledge they need to draw on. We conclude with a dynamic framework accounting for teachers’ choices and generation of examples in the course of teaching mathematics.
Orit ZaslavskyEmail:
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8.
Trust and improvement in schools   总被引：3，自引：1，他引：2  
This paper examines how trust affects teachers’ willingness to work with innovations introduced by central office administrators. Interview and focus group data collected over a three-year period in five schools are used to analyze the centrality of trust to teachers’ willingness to work with administrators to implement continuous improvement and quality management practices for their schools and classrooms. A qualitative data analysis software package was used to code interviews and focus groups for spontaneous comments that addressed trust. Two schools were characterized by high trust, and high willingness to change; high levels of distrust distinguished three others. This emphasis of the analysis is on the association of spontaneously expressed sentiments of trust or distrust and the association of those sentiments with willingness to participate in change initiated from outside the school building. Pre-existing patterns of relational and institutional trust will enhance or limit the ability of leaders to initiate large-scale change. More needs to be known about how to change coherently distrustful school settings in order for systemic change to occur.
Karen Seashore LouisEmail:
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9.
This paper focuses on efficacy beliefs with respect to teaching mathematics; it aims at testing and validating an existing scale for measuring efficacy beliefs in the domain of mathematics, examining the development of preservice teachers’ efficacy beliefs in mathematics during fieldwork, and identifying factors that contribute to the development of these beliefs. Exploratory factor analysis applied to longitudinal data collected through a questionnaire administered to almost 90 preservice teachers elicited a two-factor model, reflecting efficacy beliefs in mathematics instruction and classroom management. Using cluster analysis, we found four patterns in the development of preservice teachers’ efficacy beliefs regarding these two factors. Our analysis of semi-structured interviews with eight participants representing these four patterns suggested that preservice teachers’ efficacy beliefs were mainly informed by experimentation with teaching and interaction with mentors, tutors, peers, and pupils. Based on our findings, we draw implications for mathematics preservice teacher education and provide suggestions for future research.
Charalambos Y. CharalambousEmail:
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10.
Scholars and teacher educators alike agree that teachers’ beliefs and attitudes toward mathematics are key informants of teachers’ instructional approaches. Therefore, it has become clear that, in addition to enriching preservice teachers’ (PSTs) knowledge, teacher education programs should also create opportunities for prospective teachers to develop productive beliefs and attitudes toward teaching and learning mathematics. This study explored the effectiveness of a mathematics preparatory program based on the history of mathematics that aimed at enhancing PSTs’ epistemological and efficacy beliefs and their attitudes toward mathematics. Using data from a questionnaire administered four times, the study traced the development of 94 PSTs’ beliefs and attitudes over a period of 2 years. The analysis of these data showed changes in certain dimensions of the PSTs’ beliefs and attitudes; however, other dimensions were found to change in the opposite direction to that expected. Differences were also found in the development of the PSTs’ beliefs and attitudes according to their mathematical background. The data yielded from semi-structured follow-up interviews conducted with a convenience sample of PSTs largely corroborated the quantitative data and helped explain some of these changes. We discuss the effectiveness of the program considered herein and draw implications for the design of teacher education programs grounded in the history of mathematics.
Charalambos Y. CharalambousEmail:
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11.
This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’ special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students.
Jacqueline T. McDonnoughEmail:
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12.
In this article, we report a research project on web-based case instruction that was developed and implemented to allow prospective early childhood teachers to be exposed to various dilemmas faced by practicing teachers. The goal of this project was to design an instructional tool and method that could help prospective teachers expand their notion of classroom management beyond a set of techniques. We collected 23 prospective teachers’ pre and postessays before and after the 3-week implementation of the web-based case instruction, along with surveys and a focus group interview data. The initial data analysis results indicated that this instructional method was effective for (a) promoting prospective teachers’ awareness of multiple perspectives, (b) encouraging them to explore diverse ways of problem solving, and (c) articulating their justification based on a sense of moral responsibility and affective engagement. We conclude with implications for future research and early childhood teacher education.
Kyunghwa LeeEmail:
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13.
Computer literacy, media literacy, digital literacy and digital competence are all concepts that highlight the need to handle technology in our digital age. However, when it comes to teachers’ digital literacy there is a need to develop a more pedagogic-didactic content for digital literacy in order to deal with the way in which new digital trends influence the underlying conditions for schools, pedagogy and subjects. This theoretical article will therefore examine whether a broader view of knowledge (situated learning) can be a relevant theoretical underpinning for a new digital competence model for teachers and the Scandinavian English perception of the term competence. The article is particularly angled towards how the complexity of teachers’ digital literacy makes it necessary to expand our traditional perception of this concept. The implications of the article indicate that five vital structures are found to be essential to perceptions amongst teachers of the importance of Information- and Communication Technology (ICT) and achievement of digital competence.
Rune Johan KrumsvikEmail:
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14.
We study in this article mathematics teachers’ documentation work: looking for resources, selecting/designing mathematical tasks, planning their succession, managing available artifacts, etc. We consider that this documentation work is at the core of teachers’ professional activity and professional development. We introduce a distinction between available resources and documents developed by teachers through a documentational genesis process, in a perspective inspired by the instrumental approach. Throughout their documentation work, teachers develop documentation systems, and the digitizing of resources entails evolutions of these systems. The approach we propose aims at seizing these evolutions, and more generally at studying teachers’ professional change.
Luc TroucheEmail:
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15.
Few studies have focused on practitioners’ perspectives on and interpretations of official language policies in schools and how such policies shape their practices. Teachers are an integral part of the process of policy appropriations that occur within and across policy levels (state, district, school, and teacher). Through interviews with eighteen elementary teachers, this qualitative study focused on the experiences of teachers in one district as they negotiated the impact of Question 2, an English-only law passed by Massachusetts voters in 2002. Specifically, the study examined the teachers’ perspectives on the passage of a top-down English-only state law, its implementation in their district, and its impact on their classroom practices. The study illustrates the multiplicity of policy appropriation: interpretations of the meaning of the policy for practice varied according to policy level (intent of the law, district administrator’s interpretation, school-based interpretations), often leading to contradictory discourses. As a result, the teachers in the study had to (be able to) negotiate often contradictory policy discourses in their daily practices. The findings also underscore the importance of contextualizing policy processes: teachers’ views of Question 2 were shaped by their own beliefs but also by the way the district conceptualized and interpreted the law.
Ester J. de JongEmail:
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16.
In this article, we describe the results of a study of chemistry high school teachers’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs about professional development. Teachers’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum as a learning process, which should start at teachers’ prior knowledge and beliefs. The results reveal that it is possible to develop a new curriculum in which teachers’ beliefs are taken as a starting point. Promising approaches to prepare teachers for a new curriculum is to let them (co)develop and use curriculum materials: It creates ownership, and strengthens and develops teachers’ pedagogical content knowledge (PCK).
Fer CoendersEmail:
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17.
There is an increasing awareness of the social dimension in mathematics teacher education. Collaboration and co-operation are regarded as key factors in professional development. In this paper I will analyse some tensions that might arise when the professional development of mathematics teachers is considered a collective enterprise. I will present phenomenological group interview as a method that is designed to reveal the collective character of teacher development. Some primary teachers’ collective reflections on an ongoing professional development process will be interpreted by focusing on the concepts of routine and collective orientation. The discussion is centred on the ambivalence of routines, as facilitators of practice, and collective orientations, as socially-agreed-upon knowledge base, for mathematics teachers’ professional development.
Uwe GellertEmail:
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18.
This article arises from a study whose overall purpose was to investigate the relationship between Colombian mathematics teachers’ conceptions of beginning algebra and their conceptions of their own teaching practices. The teachers’ understandings of their teaching practices were explored with a view to unravelling their conceptions of change in their teaching. Focusing on the perspectives of teachers afforded opportunities that exposed the powerful role that the teachers’ conceptions of social/institutional factors of teaching played in their conceptions of their practices. The degree to which the teachers attributed these (external) factors as crucial reasons for what they do in their teaching was the basis of a categorisation of their conceptions of the crucial determinants of their teaching practices into three types. The findings are particularly relevant to our understanding of the stability of mathematics teaching approaches in the Colombian context but have likely implications for a range of international education contexts. Specific implications for the development of the research into teachers’ conceptions of mathematics and its teaching, and for teacher education programmes are presented.
Alan J. BishopEmail:
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19.
The policy of the registration of School Management Committees (SMCs) as Incorporated Management Committees (IMCs) has led to a dispute between the School Sponsoring Bodies (SSBs) and the Education and Manpower Bureau (EMB, renamed Education Bureau, EDB in July 2007) and has caused great tension between the two parties. However, in this heated debate, little has been heard about teachers’ opinions on this important issue. Therefore, this study aims at finding out teachers’ perceptions of the newly proposed school management system and whether they are willing to participate in IMCs. In this study, 585 questionnaires were collected from a total of 652 which had been distributed to 25 schools (19 secondary schools and 9 primary schools), and five teacher representatives from five schools were involved in post-survey interviews. Findings from this study show that while the teachers were generally in favour of working hand in hand with the public (e.g. parents, alumni and members of the local community) for the betterment of schools, they had reservations about the registration of SMCs as IMCs because there would be legal implications of the Committees. Second, the teachers saw the IMCs as an administrative tool to improve school management, rather than as a means of enhancing students’ learning outcomes. Third, teachers were hesitant about taking up the posts of teacher managers due to the unpredictable workload and legal liability involved. Finally, teachers from Christian schools were generally much less in favour of including representatives from the public and the registration of the SMCs as IMCs. The findings imply that the EMB has a responsibility to clarify the legal implications of IMCs and the ways in which school representatives’ interests can be safeguarded. At the same time, SSBs need to regulate their management pattern and allow more transparency and accountability in managing their schools.
Flora L. F. KanEmail:
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20.
Recent studies of elementary teachers’ knowledge about reading have been built on the premise that teachers need thorough knowledge about language and reading processes, but these studies have provided only limited evidence that teachers’ performance on tests of such knowledge contributes to their students’ reading achievement. The present study was designed to examine the contribution of first- through third-grade teachers’ knowledge about early reading to their students’ improvement on tests of word analysis and reading comprehension, controlling for socio-demographic characteristics of students, their prior reading achievement, and teachers’ educational attainment, professional experiences, and socio-demographic characteristics. Preliminary analyses indicated that the test of teachers’ knowledge had adequate psychometric characteristics. However, performance on this measure of teachers’ knowledge did not significantly explain students’ improvement on the two reading subtests. The complexity of the factors that influence teachers’ knowledge acquisition and the context in which the study was carried out offer possible explanations for these results. In addition, teachers’ content knowledge about reading might not be closely associated with the practices they use in reading instruction, and therefore might not be significantly related to their students’ improvement in reading over a year.
Joanne F. CarlisleEmail:
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