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1.
This study examined how teacher agency shaped professional learning in cross-cultural teaching contexts. Interviews with 14 Chinese language teachers showed that teacher agency varied in different dimensions of professional learning. Social suggestions, power relations, teachers' professional and social positioning and the imposed identity and social roles in the school contexts interacted to shape teacher agency. The findings suggest both creating school cultures and structures that value and share diverse discursive and pedagogical practices and managing teachers' professional identity and self-positioning to enhance teachers' agency to engage in mutual learning and remaking of their work practices. 相似文献
2.
Gillian Forrester 《International Studies in Sociology of Education》2013,23(2):133-151
This article examines the relationship between primary teachers' professional autonomy and the increasing managerial control over teachers' work. It considers how the education policies of successive Conservative and New Labour administrations in Britain have tightened central control over education undermining teacher discretion and directly impacting upon the labour process of the professionals concerned. The research was undertaken in an English primary school and data gathered in a variety of contexts including observations of the teachers in classrooms and the staff room, a governors/parents meeting, informal conversations and a series of semi-structured interviews with staff. The study explores how teachers make sense of the managerial culture in education, and how this is reconciled with their ideas about teaching and learning, and their professional interests and individual career aspirations. Structuration theory (Giddens, 1976, 1979, 1984) is used as a theoretical framework to explore whether there is conflict between teachers' professionalism and the new managerialism and examine how primary teachers make sense of this inextricable relationship. 相似文献
3.
Michalinos Zembylas 《Teachers and Teaching》2013,19(3):213-238
This article illustrates the significance of teachers' emotions in the construction of teacher identity by invoking a poststructuralist lens in discussing the place of emotion in identity formation. In suggesting a poststructuralist perspective of emotions and teacher identity, it is argued that teacher identity is constantly becoming in a context embedded in power relations, ideology, and culture. In theorizing about teacher identity two ideas are developed: first, that the construction of teacher identity is at bottom affective, and is dependent upon power and agency, i.e., power is understood as forming the identity and providing the very condition of its trajectory; and second, that an investigation of the emotional components of teacher identity yields a richer understanding of the teacher self. This discussion is motivated by a desire to develop analyses that investigate how teachers' emotions can become sites of resistance and self-transformation. The emphasis on understanding the teacher-self through an exploration of emotion opens possibilities for the care and the self-knowledge of teachers and provides spaces for their transformation. 相似文献
4.
Howard Stevenson 《Peabody Journal of Education》2017,92(4):537-557
Teachers face considerable and increasing pressure in their working lives. Labor intensification compels teachers to work faster, harder, and longer. However, teachers also experience increasing external control over what they teach and how they teach. These processes are increasingly made possible by the “datafication” of teaching, whereby the educational process is increasingly transformed into numbers that allow measurement, comparison, and the functioning of high-stakes accountability systems linked to rewards and sanctions. Although there is no question that being able to use student assessment data to support learning has an important place in teachers' repertoire of skills, “datafication” refers to the use of data in a way that has become increasingly detached from supporting learning and is much more concerned with the management of teacher performance as an end in itself. This article presents two currents of critical thought in relation to teachers' work, labor process theory and poststructural analyses grounded in the concept of performativity, and discusses them as a way of “making sense” of teachers' work and the “datafication” of teaching, with a particular focus on questions of control and resistance.?It seeks to understand why, despite the pressures on teachers, teacher resistance has seldom developed in ways, at times, or on a scale that both experience and theoretical insight might have predicted. There are clearly significant differences between the two perspectives presented in this article, not least in the ways they conceptualize and explain “resistance.” However, common ground is identifiable and the two theoretical approaches can be bridged in a form that can be productive for those seeking to “speak back to the numbers.” In looking to broker this theoretical divide, I argue that frame theory, rooted within the sociology of social movements, can offer a fruitful way of theory bridging, while also providing the basis for a wider politics of transformation. The article offers several examples of grassroots initiatives formed to oppose standardized testing in England that provide practical examples of this “ideas work” in action. 相似文献
5.
In recent years, the Standards for Qualified Teacher Status in England have placed new emphasis on student‐teachers' ability to become integrated into the ‘corporate life of the school’ and to work with other professionals. Little research, however, has been carried out into how student‐teachers perceive the social processes and interactions that are central to such integration during their initial teacher education school placements. This study aims to shed light on these perceptions. The data, gathered from 23 student‐teachers through interviews and reflective writing, illustrate the extent to which the participants perceived such social processes as supporting or obstructing their development as teachers. Signals of inclusion, the degree of match or mismatch in students' and school colleagues' role expectations, and the social awareness of both school and student‐teacher emerged as crucial factors in this respect. The student‐teachers' accounts show their social interactions with school staff to be meaningful in developing their ‘teacher self’ and to be profoundly emotionally charged. The implications for mentor and student‐teacher role preparation are discussed in this article. 相似文献
6.
An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers 总被引：4，自引：0，他引：4
Mei-Lin Chang 《Educational Psychology Review》2009,21(3):193-218
K-12 teaching is a profession characterized by high levels of burnout and emotional exhaustion. Teacher burnout has been widely reviewed and studied; however, only limited literature examines the emotional aspects of teachers’ lives and its connection with teacher burnout. The purpose of this article is to review the literature on teacher burnout and teachers’ emotions and to examine the role of teachers' appraisal of their emotional exhaustion. Through reviewing the literature on teacher burnout and emotions, I argue that the habitual patterns in teachers’ judgments about student behavior and other teaching tasks may contribute significantly to teachers’ repeated experience of unpleasant emotions and those emotions may eventually lead to burnout. In order to ease teacher burnout, I argue that more studies on the antecedent appraisals that teachers make are necessary to help teachers better understand how their emotions were triggered and then learn how to regulate those emotions. 相似文献
7.
Although new teachers clearly need resources and support, little is known about the types of resources new science teachers' access during their early years of teaching. To increase knowledge of their needs, the study described in this article focused on the primary resources (i.e., human, material, and social) and secondary resources (i.e., strategic and symbolic) new science teachers' access and how those resources interact in new teachers' instructional contexts. The participants for this qualitative study were 15 new secondary science teachers in the United States, and data sources included a contextual interview, teaching observations, and a follow-up interview. Findings revealed that these teachers had a variety of resources available to them, of which social resources were particularly important. Some resources were not accessed and remained latent resources. In addition, some interactions of resources in the new teachers' context led to the development of the network of resources model to represent how resources can interact in contexts to support a new teacher. This model highlights the importance of considering the interaction of multiple resources in a teaching context. 相似文献
8.
《师资教育杂志》2012,38(2):107-121
The purpose of the present study was to identify and investigate critical incidents at school that require ethically sensitive teaching. This kind of knowledge is needed in teacher education to prepare future teachers for their profession. The data included narrative interviews with 12 teachers from four urban schools in Finland. Critical incidents were defined as issues or situations in teachers' work that produce ethical reflection and moral emotions. The critical incidents experienced by urban schoolteachers were analysed and compared with earlier studies on ethical dilemmas in teaching. Concrete examples of these incidents were reported which contain teachers' emotional expressions. Four main categories of critical incidents were identified. These were related to the principal, students and families, teachers, and the school community. Teachers reported commitment, caring, co‐operation and respect as the most dominant emotional expressions in these situations. These emotional expressions reflected ethical sensitivity skills, especially in reading and expressing emotions. Based on our study we suggest recommendations for teacher educators on how education for ethically sensitive teaching can be promoted. 相似文献
9.
This study relates trust at the level of both the teacher and the faculty to teachers' job satisfaction. Teaching experience is explored as a moderator of the trust–satisfaction relationship. Multilevel analyses on data of 2091 teachers across 80 secondary schools in Flanders (Belgium) revealed positive associations between teacher trust in students, parents, colleagues, and the principal and satisfaction. Although faculty trust did not affect job satisfaction and teaching experience did not moderate the trust–satisfaction relationship, our findings highlight the social dimension of teaching. Improving the quality of teachers' social relationships in the workplace should enhance their job satisfaction. 相似文献
10.
Social anxiety,sex, surveillance,and the ‘safe’ teacher 总被引：1，自引：0，他引：1
Alison Jones 《British Journal of Sociology of Education》2004,25(1):53-66
Foucault's view of the body as a detailed text from which can be read a system of power is used to consider some aspects of contemporary teacher work. In particular, this paper considers the impact on primary school teachers of social anxiety about touching children. One effect has been an intensification of self‐surveillance by teachers, and increased experience of child‐touch and child‐proximity as ‘uncomfortable’. Paradoxically, teachers' need for visibility so they can be seen as innocent has the effect of constituting teachers as always and already guilty—as potential sexual abusers. This guilt is now enacted in the everyday common sense actions of ‘safe’ teachers. The argument is developed with reference to teacher union policy texts and interview data from teachers in a range of New Zealand primary schools. 相似文献
11.
Flourishing relationships are at the core of teachers' work and effective pedagogy. This paper presents an exploratory case study of 59 secondary schoolteachers to investigate the role that gratitude may have in enhancing teacher–student relationships. Although the potential of gratitude has been gaining international attention in the areas of positive and social psychology, there have only been a few studies on the effect of teachers' gratitude. The paper presents a conceptual framework that postulates the meaning and significance of gratitude in this context and then describes a qualitative case study. Results indicate that gratitude impacted positively on the teachers, classroom and school environment. 相似文献
12.
Morva A. McDonald 《Equity & Excellence in Education》2013,46(2):151-167
This article examines the pedagogy of assignments in social justice teacher education programs. Employing a programmatic view, this study aims to understand the collective representation of social justice provided by assignments across multiple courses. Findings come from a qualitative case study of two social justice programs. Drawing on concepts from sociocultural theory and a theory of justice, this study reveals that the conceptions of justice assignments that were emphasized varied from a focus on the individual needs of students to an emphasis on the sociopolitical conditions of schooling. When assignments drew on teachers' field placement experiences, they overwhelmingly stressed an individualistic notion of justice. The diversity among students in teachers' placements substantially shaped teachers' opportunities to engage this notion. When assignments emphasized the sociopolitical conditions of schooling, they focused on general principles for teaching and were disconnected from teachers' field placement experiences. Implications for practice and research in social justice teacher education are considered. 相似文献
13.
Eila Estola 《Scandinavian Journal of Educational Research》2013,57(2):181-203
This article examines how student teachers construct their teacher identities by using (auto)biographical stories. Teacher identity is seen as a narrative process and teaching as a certain kind of practice, in which hope is a significant part. The inquiry is based on 35 essays written by students. The analysis includes five different stages of reading. The students are aware of the moral roots of teachers' work, its joys and predicaments, and struggle to make sense of the different narratives they hear about teachers' work. Although student teachers consider hope as an important part of teaching, they at the same time 'apologise' for having such an 'unrealistic view'. The results prove that (auto)biographical stories are a powerful tool for making the moral dimensions of teachers' identities visible. The results also challenge teacher educators and administrators of education to support student teachers to keep up their prospects of hope. 相似文献
14.
ABSTRACTIn this article, we draw from the Civic Lessons and Immigrant Youth study to present key issues and implications related to teachers' work with immigrant youth. This synthesis draws on data and analyses from over six years of work examining the experiences, skills, and roles of teachers of immigrant youth as they navigated the complex terrain of teaching topics of citizenship in settings when not all youth had formal citizenship rights. Major themes include: the significance of building trusting relationships with immigrant students; the importance of approaches to teachers' knowledge building and legitimization of their immigrant students; and, finally, the prevalence of teachers' concern with the safety of their undocumented students. Subsequently, we pose questions for the field of teacher education in an era when immigration, education, and citizenship are intersecting in complex ways. Amid over-generalized conceptions of teaching for diversity, this article contributes to understanding how experienced teachers who supported immigrant rights practiced their craft, creating affirming environments in schools. 相似文献
15.
Lindsay Steel 《Emotional and Behavioural Difficulties》2013,18(2):91-101
Abstract The article is based on a paper delivered to the AWCEBD KEYWORDS Conference at Cirencester in 1999, where the focus was upon staff emotional support. The article proposes that some of the causes of teacher and intelligence; worker stress are organizational factors and perceptual bias, and that staff support; stress is an inevitable consequence of working in an environment supervision where human relationships are critical for the successful management of young people with social, emotional and behavioural difficulties.The author suggests that one way of alleviating this stress is through the introduction of supervision to the educational field. Supervision in other helping professions has been successful in providing support, changing perceptions, managing emotions and coping with stressful situations, and in so doing has improved relationships with others and work performance. 相似文献
16.
17.
Michael J. Connor 《Emotional and Behavioural Difficulties》2013,18(2):103-111
Abstract The article is based on a paper delivered to the AWCEBD KEYWORDS Conference at Cirencester in 1999, where the focus was upon staff emotional support. The article proposes that some of the causes of teacher and intelligence; worker stress are organizational factors and perceptual bias, and that staff support; stress is an inevitable consequence of working in an environment supervision where human relationships are critical for the successful management of young people with social, emotional and behavioural difficulties.The author suggests that one way of alleviating this stress is through the introduction of supervision to the educational field. Supervision in other helping professions has been successful in providing support, changing perceptions, managing emotions and coping with stressful situations, and in so doing has improved relationships with others and work performance. 相似文献
18.
《British Educational Research Journal》2006,32(4):601-616
In much educational literature it is recognised that the broader social conditions in which teachers live and work, and the personal and professional elements of teachers' lives, experiences, beliefs and practices are integral to one another, and that there are often tensions between these which impact to a greater or lesser extent upon teachers' sense of self or identity. If identity is a key influencing factor on teachers' sense of purpose, self‐efficacy, motivation, commitment, job satisfaction and effectiveness, then investigation of those factors which influence positively and negatively, the contexts in which these occur and the consequences for practice, is essential. Surprisingly, although notions of ‘self’ and personal identity are much used in educational research and theory, critical engagement with individual teachers' cognitive and emotional ‘selves’ has been relatively rare. Yet such engagement is important to all with an interest in raising and sustaining standards of teaching, particularly in centralist reform contexts which threaten to destabilise long‐held beliefs and practices. This article addresses the issue of teacher identities by drawing together research which examines the nature of the relationships between social structures and individual agency; between notions of a socially constructed, and therefore contingent and ever‐remade, ‘self’, and a ‘self’ with dispositions, attitudes and behavioural responses which are durable and relatively stable; and between cognitive and emotional identities. Drawing upon existing research literature and findings from a four‐year Department for Education and Skills funded project with 300 teachers in 100 schools which investigated variations in teachers' work and lives and their effects on pupils (VITAE), it finds that identities are neither intrinsically stable nor intrinsically fragmented, as earlier literature suggests. Rather, teacher identities may be more, or less, stable and more or less fragmented at different times and in different ways according to a number of life, career and situational factors. 相似文献
19.
Harry Daniels 《Emotional and Behavioural Difficulties》2013,18(2):113-124
Abstract The article is based on a paper delivered to the AWCEBD KEYWORDS Conference at Cirencester in 1999, where the focus was upon staff emotional support. The article proposes that some of the causes of teacher and intelligence; worker stress are organizational factors and perceptual bias, and that staff support; stress is an inevitable consequence of working in an environment supervision where human relationships are critical for the successful management of young people with social, emotional and behavioural difficulties.The author suggests that one way of alleviating this stress is through the introduction of supervision to the educational field. Supervision in other helping professions has been successful in providing support, changing perceptions, managing emotions and coping with stressful situations, and in so doing has improved relationships with others and work performance. 相似文献
20.
Rowena Passy 《British Educational Research Journal》2013,39(6):1060-1075
This article examines the ways in which the context of teaching shapes teachers' perceptions of their work. Its starting point is the seminal work of Nias, who argued from research conducted in the 1970s and 1980s that the particular historical context of the time in England encouraged teachers to be socialised into a tradition of isolation, individualism and a belief in personal autonomy. Nias theorised her findings in terms of the situational and substantial self, and I suggest that this particular environment encouraged the teachers' substantial self to be dominant. I then examine how the context for teaching has changed with the introduction of neoliberal reforms from the 1980s and, drawing on data from a qualitative project that has been investigating the characteristics and values of a small number of successful teacher trainees, argue that these participants' situational self is dominant in the teaching placements, where they have to show competence in 33 professional standards in a number of different schools to pass the course. However, as Nias's teachers, these teacher trainees want to be employed in a school in which they ‘fit in’ with the prevailing values, reinforcing the importance of school context in supporting and developing teachers' long term commitment to the profession. 相似文献