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1.
This article examines the career pathways of US teacher leavers, individuals who have voluntarily left classroom teaching prior to retirement. Based on the perspective that teachers construct their own career pathways through an ongoing negotiation among intrinsic and extrinsic factors, this research captures the experiences of 24 teacher leavers from geographically diverse regions of the United States. Using life history interviews, this study inquires into individuals’ experiences before, during, and after classroom teaching. Unexpectedly, only one of the 24 individuals initially intended to enter teaching. Data also indicate that teachers’ career pathways were shaped by dynamics pushing and pulling their careers into and out of the classroom. These life history interviews suggest that teachers were pushed and pulled into teaching, pushed and pulled out of teaching, and pushed and pulled around their passions. The trajectories of these teacher leavers, who have now moved into fields as diverse as non-classroom education, medicine, government, and caregiving, suggest important theoretical and practical implications for understanding and shaping teachers’ careers in today’s workforce. 相似文献
2.
ABSTRACTThe purpose of this study was to investigate how three Chinese teachers developed their teacher identities in a reform context. Drawing upon data from a larger social historical study, the work-life narratives of the three teachers at different stages of their careers were used as case studies to showcase three types of teacher identity development trajectories, namely, learning to be both professional educator and subject teaching expert，learning to be subject teaching expert, and navigating to balance between educator and subject teacher. This study also investigated the factors that influence identity development trajectories of teachers and develops a conceptual framework for understanding teacher identity development in China. The framework shows that Chinese teachers’ exertion of their individual agency is embedded in the institutional context. Meanwhile, interpersonal relationships can work as a buffer to alleviate the tension between the institution and individual teachers. The study also shows the ways in which Chinese teachers’ exert their agency when developing their identities. The findings have significant implications for teacher education in terms of how to develop positive teacher identity over the course of a teacher’s career. 相似文献
3.
This paper explores female and male students' attitudes towards school work in terms of application and achievement. The data are drawn from interviews with students, teachers, careers officers and welfare officers in three semi‐rural comprehensive schools in one local education authority (LEA) [1]. (The students were in their last year of compulsory schooling, Year 11, and were aged 16 [2].) The three schools had invited the authors to explore why boys were achieving below their potential in terms of course work and end of course grades. The findings of the study show how school, peer group and community factors influence students' attitudes towards school work and homework. However, the situation is not just one of boys' under‐performance: the pattern of girls' achievement at 16 (the school leaving age) is not always carried through post‐16 or into career destinations. The problem is one of ‘equalising opportunities’ for all young people, taking into account the different patterns of need at different stages in their school careers. 相似文献
4.
Ewa McKillop 《School Leadership & Management》2017,37(4):334-353
This paper presents findings from a study examining the career development experiences of female head-teachers in the south of England. Adapting a three-stage career model, the study examined different stages of the women’s lives and careers in order to understand what encouraged and influenced them to become educational leaders and how their experiences shaped their perceptions of headship. The study used semi-structured life story interviews to generate rich accounts of women’s lives from childhood. Findings suggest that parents exerted significant influence on the participants’ values and ambitions, while teachers influenced their career choices. Their perceptions of headship developed and changed over time, transforming from feelings of shock at the reality and the complexity of headship to control and confidence that increased over first, second and third headships. 相似文献
5.
This paper presents an international comparison of Australian and Spanish secondary teachers’ perceptions about the effectiveness of their pre-service education and their learning as in-service teachers. It aims to identify, firstly, the extent to which beginning teachers believe they are prepared for their careers through their teacher training and, secondly, what teachers have learned as practicing teachers. A qualitative case study was conducted to uncover whether similar issues raised by early career teachers were identified in different contexts. Data were collected through interviews with secondary teachers (N = 11) from Australia and Spain in their third year of full-time teaching. Findings suggest similar positive perceptions towards their practicum experiences, transition to beginning teachers and professional development. However, differences were found in their early career experiences regarding professional learning and their development of identity. Implications of the study are discussed by identifying strategies to improve pre-service education for secondary teachers. 相似文献
6.
For the last decade, international bodies have warned of a teacher shortage and sought to find ways of attracting more applicants to the profession. This article reports on a pilot study undertaken at one Australian university which asked why some applicants to preservice teaching courses had given up existing careers in order to become teachers. It then asked if their career change had been successful. Using open-ended questions and interviews, this paper recorded the view of 35 teachers who had been in teaching for 2–5?years. The findings suggest that reasons for selecting teaching as a second career are more complex and nuanced than existing research suggests, combining pragmatic, deeply personal and spiritual elements. It also found a significant connection between career change teachers’ satisfaction with their new occupation and the status of their occupation, indicating that further study of career change teachers’ experiences and personal beliefs is warranted. 相似文献
7.
Susan Harris 《British Journal of Sociology of Education》1992,13(2):163-176
Careers teachers have at no time in their history enjoyed a high status in schools. This is surprising given the current demands for schools to equip youngsters with the social and work skills required for their future lives. The data drawn on derive from an in‐depth study of 43 careers teachers from 12 comprehensive schools in one Midlands local authority. The paper shows that the careers teachers studied are not a homogeneous group; they come from different subject backgrounds and include teachers, both male and female, from predominantly the bottom and middle rungs of the hierarchy. A common characteristic of those studied is that most are non‐graduate and have no significant specialist training in careers education. They became involved in ‘careers’ by chance, as a way of advancing their own career or because they had been delegated the responsibility, rather than for more ‘altruistic’ reasons. Their routes into careers work were largely unplanned. Most careers teachers worked on their own and were not part of a department in the traditional sense. Careers teachers were unable to establish a position of influence and stability in school because of the constant variable recognition and status given to both careers education and careers teachers, resulting in their ‘marginalisation’. 相似文献
8.
Scholars in recent years have studied the professional development of teachers, identifying stages or phases that teachers characteristically experience during their careers. Little research, however, has focused specifically on the professional development of teachers during early and mid-career (years 1–10), which is the aim of the present study. An understanding of such development is important for school administrators and teacher educators if they are to respond effectively to teachers’ professional needs and help them achieve their full potential as practitioners. Our study is based on interviews we conducted with 53 teachers who had graduated from a particular 5-year teacher education programme in western United States over a 10-year period. They taught students ages 5 through 13. Through analysis of the interviews, we identified six themes that, we argue, reveal a trajectory of professional development teachers experience as they become increasingly able practitioners. We explain how the themes are related to the concepts of teacher identity and teacher agency, and we suggest ways that administrators, inservice teacher educators, and policymakers can better support teachers during their early and mid-careers. The study adds a new dimension—that of a multifaceted trajectory—to current theory on teacher development. 相似文献
9.
John Wilson 《牛津教育评论》2013,39(3):337-344
Abstract Teacher careers in secondary schools have been transformed over the last 25 years. Established careers paths, based originally around the distinction between graduate subject‐specialists and non‐graduate teachers, have been progressively eroded and in recent years typical career progressions have given way to idiosyncratic work histories. Careers in teaching are being replaced by ‘careering’ teachers. As well as making it more difficult to plan a career, the ‘disestablishment’ of teacher careers has profound implications for the relations between teachers with different academic backgrounds and for patterns of influence within secondary schools. The progressive disestablishment of teacher careers has helped undermine traditional organisational patterns in secondary schools. It has strengthened still further the powers of patronage available to headteachers and brought particular benefits to the members of the burgeoning management groups who now assist them with their widened responsibilities. This increase in the influence of those with broader curricular and administrative responsibilities is at the expense of heads of traditional subject departments. More generally, the position of traditional subject graduates, with postgraduate teaching certificates, has deteriorated in relation both to those with degrees in education and to non‐graduate teachers. 相似文献
10.
Vanessa Dodd 《Teacher Development》2018,22(1):139-150
Teachers play an important role supporting young people to form their career identities and to make successful transitions into further learning and work. In England, there has been limited research that has looked specifically at the role of teachers and none of which has tried to establish a measure of teacher attitude toward careers work. This article details the development of the Teachers’ Attitudes toward Career Learning Index, which was created to measure attitudes and engagement in career learning on teachers in England. The instrument went through a survey design process which included content validity and construct validity components. The process identified five underlying factors in teachers’ attitude and engagement in careers work: (1) career learning and support practices, (2) school career strategy attitudes, (3) subject career learning attitudes, (4) career support attitudes, and (5) school career strategy practices. This process helped refined initial theoretical constructs regarding teachers’ roles in careers learning. 相似文献
11.
This paper focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional learning and academic identities. In-depth biographical interviews were carried out with 12 teacher educators, together with living graphs of their career paths. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied. Teacher educators who were further on in their careers saw research development as transformative personally as well as academically. In analysing the findings within a sociocultural learning framework, the authors draw in particular on Swennen et al.’s model of teacher educators’ sub-identities, Akerlind’s categorisation of an academic identity and Eraut’s contextual and learning factors. 相似文献
12.
This article details the transition of second career teachers to the workplace called ‘school’. Post‐baccalaureate students at a mid‐size comprehensive state university completed surveys pre‐ and post‐student teaching. Participants responded to the personal and professional challenges in changing careers. Issues faced by the non‐traditional students emerged. An increasing number of adults are changing careers and entering teacher certification programs. The study was conducted to discover the special challenges graduate teacher certification students encountered when leaving a career field and becoming novice teachers. Forty graduate students in the study completed an extensive certification program of courses related to the art and science of teaching. Open‐ended surveys were used for the students to reflect on personal and professional expectations prior to and following the student teaching semester. Teacher educators who address the needs of second career teachers, such as increasing field experiences, providing classroom management and time management strategies, may lead second career teachers to use the unique competencies they bring to the teaching–learning setting. 相似文献
13.
Ron Traill 《Asia-Pacific Journal of Teacher Education》1995,23(1):17-22
In an effort to gain more detailed information about the career patterns and professional experience of beginning teachers, teacher‐education graduates from the University of Canberra were studied. Data was obtained using a survey administered to a random sample of graduates who had completed their teacher‐education programmes in the academic years 1986 to 1991. The survey instrument focused on employment histories, teaching and non‐teaching career experiences, career support structures and the suitability of the University's preservice teacher‐education programmes as preparation for careers. Analysis of the data revealed that over two‐thirds of the graduates were currently employed as teachers. A little over half of the respondents stated that they would choose teaching again if making a career selection. The major problems encountered by these beginning teachers generally involved classroom management and understanding ‘the system’. Most thought that the support structures to help them with such problems were inadequate, generally recognising peers as the main means of support in early days of teaching. In response to questions about the value of their preservice programmes, the graduates placed most emphasis on the practical value of courses, the importance of practice teaching and the role of courses which provided a knowledge base for the later teaching of curriculum content. 相似文献
14.
Rosemary Grant 《Gender and education》1989,1(2):113-125
This paper focuses upon the career attitudes and experiences of a group of women deputies in one LEA. It sets out to explore their construct of ‘career’ and asks, in particular, whether this matches that of the ‘career ambitious’ teacher sketched out in the research literature. The findings, based on in‐depth interviews, suggest that this is not the case. Few of the women deputies, for instance, claimed to have followed specific career plans or consciously participated in ‘career games’. A number of possible explanations are explored, and some interesting tensions noted. Does it perhaps hinge on the external circumstances that impact on women's careers? Is it an expression of women's allegiance to a value system which defines ‘career success’ in quite different ways? Is it a consequence of the nature of the role itself and the separate career track followed by senior women teachers in this authority? The biographical accounts of these deputies provide no easy answers, but rather serve to illustrate the complexity of women's career experiences. 相似文献
15.
Wendy Patton Tony Burton 《International journal for the advancement of counseling》1996,19(4):361-372
An increasing emphasis on the need for provision of career development programs for all ages has prompted a parallel call for greater provision of training for career personnel. The present study surveyed career personnel in Hong Kong who were undertaking additional training, and Masters level students at an Australian university who were engaged in some careers work in their schools but who were not employed in a formal role as career teacher or counsellor. The survey focused on competencies of careers coordinators. The findings generally high-lighted a need for more training in the area of career development competencies. 相似文献
16.
The primary aim of this study, funded by the Department for Education and Skills, was to identify the nature and influence of school‐based factors in the choices of young people about their post‐16 education, training and career pathways. The study also contributes to the wider understanding of ‘choice’, and identifies implications for the development of careers education and guidance and decision‐making awareness amongst pupils and students in schools. It also further enhances the modelling of pupil decision making in education and training markets, and in labour markets. The research is based on a series of qualitative interviews in 24 schools across nine local education authorities. Focus groups were undertaken with young people in years 10, 11 and 12. Interviews were also conducted with head teachers, heads of year and heads of careers. A postal survey of parents was also undertaken. Four key school‐based factors were found to have a very strong influence in the choices and decisions of young people about their post‐16 education, training and career pathways. These were: whether the school had a sixth form or not; the characteristics of school leadership, ethos and values; the socio‐economic status (SES) of the schools' catchment; and the organisation and delivery of careers education and guidance at the school level. In the main, high SES schools see themselves as developing pupils for academic university careers, while low SES schools maintain a rather stronger commitment to vocational pathways. The academic ethos of schools offers a very powerful influence on post‐16 choices and decisions of pupils. The usual interventions put in place to influence choices and decisions appear to have greater impact in schools with a less robust academic vision. 相似文献
17.
Jacques H. A. van Rossum 《High Ability Studies》2001,12(2):181-197
Bloom (1985) reported on the careers of a sample of 120 talented individuals from three domains: science, athletics and the arts. His findings are used as a starting point for the research on professional dance students presented in this article. Three issues were studied: the relevance of significant others in a dance career; the issue of detecting dance talent and, also, using Bloom's proposed three career stages in a talent domain, how teachers are described by students, and what the characteristics of a typical dance class are. A questionnaire was constructed and administered to 129 students in the Dance Department at the Amsterdam School of the Arts, the Netherlands. The results indicate that, in addition to the dance teacher and parents (as highlighted in Bloom's study), peers should also be considered. Furthermore, the majority of students have been labelled "talented" at some point in their career, notably by teachers and other dance experts, while in fact parents played no role here. A new measurement format was introduced in an attempt to reveal the peculiarities of teacher and dance class during the three career stages. The results obtained correspond to Bloom's findings. Therefore, the present study not only supports Bloom's findings in a dance sample, but also offers a generalisation from Bloom's male-dominated sample to a female-dominated one. 相似文献
18.
The early stages of an academic career are fraught with insecurity. By focusing on the individual and his or her background, this article sets out to analyse and develop theories for this insecurity. We see academic career insecurity as a mix of how much someone wants to pursue a job in academia and what they feel is the probability of reaching their goal. The article draws on concepts of boundaryless careers and protean careers to theorise about the antecedents of insecurity. Empirical analysis is based on survey data from early-career researchers at a large Austrian university. The findings indicate that the most important individual factors that reduce academic career insecurity are the willingness to be geographically mobile, self-attribution of previous career success, a high proportion of working time devoted to research and networking, as well as being at an advanced career stage. The article demonstrates the potential and limits of the boundaryless and protean career concepts for studying academic careers. Practical measures are that universities should provide early-career researchers with temporal space for research and networking, facilitate stays at other universities, inform them about career success factors, and tailor faculty development programmes to the distinct stages of academic careers. 相似文献
19.
Graham Rogers 《课程研究杂志》2013,45(2):249-268
A coherent view of student‐teachers’ preparation and the learning experiences to which they are exposed are key to sustaining the relevance of university‐based teacher‐education programmes. Arguably, such coherence is lacking and the research base to an understanding of the student‐teacher experience is still a relatively limited one. This paper takes the view that student‐teachers’ epistemological growth is a key component of their professional development, their sense of identity as intending teachers, and their successful entry into a teaching career. In adopting a phenomenographic approach it explores a chain of evidence which demonstrates that immersion in the processes of learning and knowing, within a specific disciplinary context, had a significant impact on students’ emerging professional identities and on their values as teachers which extends beyond the subject matter itself. Arguably, the findings of this case‐study hold important implications for a teacher‐education programme and for effective pedagogic practice. 相似文献
20.
David Hayes 《Teachers and Teaching》2013,19(2):169-194
This paper uses in‐depth interview data to explore aspects of the lives of non‐native speaking English educators working in the state education system in Sri Lanka. In so doing the research focus is on the educators themselves and the paper will discuss such issues as: careers as English teachers—motives for entering teaching, career progression, becoming a teacher educator; professional self‐development; beliefs about teaching, learning and teacher education; and the wider socio‐educational context of English teaching in Sri Lanka. It is hoped that the paper will offer insights into the development of non‐native speaking TESOL teachers—by making more visible features of practice in particular contexts—as well as providing ‘snapshots’ of teaching and learning in state systems beyond the western world which may inform thinking more broadly about international English language teaching and learning. 相似文献