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1.
In recent years teacher educators have witnessed an increase in the number of alternative pathways to university‐based teacher education for prospective teachers. One option is for second‐career teachers to enter post‐baccalaureate programs in education; however, the experiences of second‐career teachers are largely unexplored in the international literature. The purpose of this study was to investigate the teaching beliefs that post‐baccalaureate students brought into a graduate level teacher certification program, and the extent to which those beliefs persevered or changed during their first year of teaching. Written philosophy statements and semi‐structured interviews from the three participants were analyzed to identify emerging themes. Outcomes, presented in the form of vignettes, suggested that second‐career teachers experienced many of the same contextual pressures as baccalaureate teachers and struggled adapting to the teaching profession and implementing their stated teaching beliefs. Implications include continued research on second‐career teachers as they represent a distinct population entering the teaching profession.  相似文献   

2.
National shortages of math and science teachers have led to a variety of strategies and programs to attract second career professionals into teaching. This qualitative study explores the development of professional teaching identities in six STEM career changers in a post-baccalaureate pre-service teacher credential program in California. Findings suggest the career changers relied upon skills developed in their previous careers to navigate through a new profession; however, returning to the life of a student again was difficult. Additionally, the career changers in this study valued interacting with their traditional aged peers in the program as these relationships were beneficial to their own socialization into teaching as they developed their teacher identities.  相似文献   

3.
This research examines two images of teachers as seen by students of education: the ideal teacher and their own self‐image as teachers. The research compares the students’ perceptions of these two images using two sub‐groups of students of education: students at an academic teachers’ college who will be referred to as student teachers and beginning teachers, who, while teaching, are completing their academic degrees at teachers’ colleges or regional academic colleges. Data were collected from 89 students at the two colleges by means of a questionnaire that included open‐ended questions which were analyzed qualitatively. The findings of the research indicate that there are two major categories that comprise perceptions of the ideal teacher: first, personal qualities; and second, knowledge of the subject taught as well as didactic knowledge. Both groups of students similarly attributed great importance to the personal qualities of the ideal teacher, but there is a difference in their perception of the importance of knowledge: the beginning teachers attributed great importance to knowledge and perceived it as a quality similar in importance to personal characteristics, while the student teachers, who had not begun their teaching careers, attributed less importance to knowledge as a characteristic of the ideal teacher. A quality which was less prominent when profiling the ideal teacher is general education and wide perspectives. The teacher as a socializing agent, a person who promotes social goals, was not mentioned at all. Students maintained that, during their studies, they had improved their qualities as ‘empathetic and attentive’ teachers, ‘knowledgeable in teaching methods’, and in ‘leadership’. But they had hardly improved their knowledge of the subject they taught or their level of general knowledge. The discussion of knowledge and the desirable personal qualities of a teacher is relevant to the current debate regarding the relative merits of disciplinary education in contrast to pedagogical education in preparation for teaching as a profession. The clear preference for disciplinary education by policy makers in Israel and elsewhere in the field of teacher education is contradictory to the emphasis placed on the personal development of future teachers and their pedagogical education by the students of education who participated in this research.  相似文献   

4.
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   

5.
《师资教育杂志》2012,38(2):175-185

Two national reports published in 1986 marked the beginning of teacher education reform in the United States of America. Both of these reports proposed a twofold approach to teacher education reform: first, to enrich the professional education of teachers by eliminating undergraduate teacher certification programs and requiring graduate level training; and second, to change the structure of the teaching profession by replacing the existing undifferentiated system in which all teachers have the same rank with a two-tiered system in which lead teachers or career professionals would assume higher level responsibilities and receive higher salaries than regular teachers. A ten-year follow-up report identified some progress toward these goals of teacher education reform but criticised schools of education for not making greater efforts to connect their educational programs to elementary and secondary schools. The report argued specifically for professional development schools to link university schools of education to school systems. Most of the recent efforts to reform teacher education have adopted this approach. A particular focus has been the preparation of new and experienced teachers to educate an increasingly diverse student population.  相似文献   

6.
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   

7.
Teachers’ confidence in their ability to perform the actions that lead to student learning is one of the few individual characteristics that predicts teacher practice and student outcomes. Teachers and especially student teachers need strong efficacy beliefs in order to continue teaching during in‐service education. The current study explores the factors that precede student teachers’ beliefs of teaching efficacy and determine their conviction that they can influence instructional strategies, classroom management, and students’ engagement. In the study 198 fourth‐year students from two primary education departments in Greece completed a Teacher Efficacy Sources Inventory and a Teachers’ Sense of Efficacy Scale. It was found that self‐perceptions of teaching competence, personal characteristics, and motivation for teaching were contributory factors to teaching efficacy. The search for this type of information from student teachers is based on the assumption that feedback from students comprises a substantive factor in relation to the evaluation and improvement of teacher training programmes.  相似文献   

8.
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   

9.
Student comments are routinely collected in university evaluation surveys for the purpose of improving teaching and learning. Whilst student comments provide valuable insights into their experiences, there is limited published research reporting the extent to which student comments are offensive and professional. The aim of this study was to investigate the number of student comments that were identified as being offensive or unprofessional in an online unit evaluation survey collected in a semester in 2010 from an Australian university. One person read 30,684 comments taken from 17,855 surveys and identified comments considered to be abusive or unprofessional. Comments were categorised as either abusive or unprofessional and by the intended target (that is, teacher, unit, resource). Thirteen abusive comments (0.04 % of the sample) were identified. Five abusive comments were directed at the teacher and eight were targeted at teaching and learning experiences. Forty-six comments (0.15 % of the sample) were identified as unprofessional. Of these, seven comments were directed at the teacher and 34 were about units. This suggests that the vast majority of students do not abuse the privilege of giving anonymous feedback. Strategies identified in this paper to educate students and give appropriate feedback can be adopted by universities to minimise offensive comments. Universities can educate students and teachers in appropriate and professional ways of working together, in providing professional feedback to improve the student experience in teaching and learning and to support and mentor teachers in their academic careers.  相似文献   

10.
Since the late 1980s there has been an increase of ‘second career teachers’ (SCTs), professionals that switch careers to become teachers. Little is known about SCTs and their sense of professional identity. Building from Pierre Bourdieu’s concepts of power and cultural capital, the professional identities of teachers were examined through the following questions: What are the professional identities of SCTs? How can SCTs inform the field of teaching about professional identities? This mixed methods study gathered perspectives on professional identities through an online survey of 236 educators within 1 school district which were analysed and compared to interviews of 16 SCTs and their supervisors from the same district. The study findings invite us to consider alternative definitions of professionalism in teaching, especially for teacher leadership.  相似文献   

11.
This study utilizes a concept mapping method to explore the underlying structure and dimensionality of Korean student teachers’ autobiographical reflections on their professional identity formation. Participants consist of 90 students enrolled in bachelor’s and master’s degree programs in English teacher education. The study results imply core concepts (backgrounds for career pursuit, conceptualizations of a good English teacher/teaching, and confidence/aspirations) that constitute professional identity development of Korean EFL student teachers. Dimensionality analysis suggests that the impetus for guiding student teachers’ professional development is their knowledge and experiences related to teacher qualities and teaching practices.  相似文献   

12.
Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST-integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some of these gaps. Our program scaled an effective GST-focused professional learning and development program to a national audience through a facilitator development model. This paper explores the student characteristics and lesson factors that resulted in student interest in science and technology and careers in those fields. After teaching a Geospatial Inquiry lesson created during a teacher workshop, teachers (n = 82) submitted the lessons and surveys on the implementation of Geospatial Inquiry lessons. The implementation surveys and lessons were scored for alignment to the principles of high-quality Geospatial Inquiry. Students (n = 1924) completed a post-lesson retrospective survey and indicated the extent to which their perceptions and attitudes toward science and technology changed because of the lesson. Results indicate that teacher GST performance is associated with increases in student outcomes. Students with previous exposure to science activities were more likely to have increased interest and excitement in science and careers in science but decreased interest in technology careers. Students who had previous exposure to technology activities had increased interest and excitement in technology and careers in technology but decreased interest in science careers. Geospatial Inquiry lessons also had a significant impact on students who are traditionally underrepresented in STEM fields. After participating in the lessons, students who identify as female reported higher engagement and interest in science and higher interest in science careers. Students who identified as Black or Hispanic also reported higher interest and excitement in science and technology, and students who identified as Black reported marginally higher interest in science careers.  相似文献   

13.
This study examined whether prospective teachers’ teaching-specific hopes significantly predicted their sense of personal responsibility. A total of 503 prospective teachers voluntarily participated in the study. Correlation and structural equation modelling analyses were conducted to examine the links between prospective teachers’ teaching-specific hopes and sense of personal responsibility. Results showed that the relationships between prospective teachers’ teaching-specific hopes and sense of personal responsibility were significant. Furthermore, the relationship between responsibility for teaching and hope for teaching was significantly more discernible than the relationships between responsibility for teaching and hopes for student achievement, student motivation, and relationships with students. Results also showed that, regardless of the effects of career choice satisfaction, prospective teachers’ teaching-specific hopes for student motivation, relationships with students, and teaching significantly and selectively predicted the diverse aspects of their sense of personal responsibility. Implications for teacher education and directions for further studies were also discussed in the study.  相似文献   

14.
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   

15.
In this article we explore the use of teacher professional standards in an initial teacher education programme and preservice teacher perceptions of their preparedness for teaching using a survey of 54 first- and second-year preservice teachers in a graduate-entry programme. The survey asked the preservice teachers to respond to 16 questions based on professional standards as well as their knowledge of student learning, professional identity and teaching as a career path. The preservice teachers’ responses were analysed using a mixed methods approach that relied on quantitative methods, but was supplemented by qualitative analysis of short-answer responses. Our analyses hypothesised about possible links between the preservice teachers’ responses and the extent to which they perceived they were classroom and career ready. The themes of teachers, teaching and student learning are used to present and discuss the results, while the notion of agency as achievement is used to deepen possible understanding about their meaning and implications. We conclude that the preservice teachers appeared to benefit from learning about professional standards throughout their programme but appeared to lack confidence in: engaging professionally with others such as parents/carers; setting objectives for all students with different backgrounds; and implementing lesson sequences that engage students and promote learning. Most doubted teaching as their future career. Finally, we discuss implications for: adopting standards-integrated initial teacher education programme approaches; preservice and early-career teacher professional learning needs; and future research opportunities, which include using innovative methodologies and conceptual frameworks.  相似文献   

16.
The study investigated the effect of international student teaching experience on the professional and personal development of preservice teachers. Within the framework of their internship program, 26 graduate students in a private university in Turkey had a two-month internship in a mid western state in the United States, the main component of which was a six-week student teaching experience in high schools. Student teachers worked with mentors in pairs or triads in six high schools in different subject areas. They got involved in teaching practices, technology seminars, and diverse cultural activities during their internship. The student teachers and mentor teachers were surveyed through e-mail and three student teachers were interviewed to evaluate the outcomes of the program. The findings of the current research suggest that the international student teaching experience and the overall internship program with its cultural components contributed in a positive way to student teachers’ professional and personal development and helped student teachers increase their cultural awareness. The findings also suggest that the presence of international students in US schools and society in general helped American students and people have a better idea of other countries and cultures.  相似文献   

17.
Business administration students served as classroom observers of teaching models employed by their psychology instructors. As part of a larger study, five teachers (experimental) attempted to modulate from their traditional or typical style of teaching by implementing first one, and then a second, teaching model. A daily log, completed by students at the end of a class period, indicated the degree of success of model implementation. Daily logs were also completed by teachers. When compared to those logs completed by a trained observer, student logs were found to yield a reasonably accurate record of model implementation. It was recommended that student observations of teacher techniques be used more frequently for purposes of research and professional development in postsecondary education.  相似文献   

18.
We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.  相似文献   

19.
This study investigated the relationship between primary school teachers’ self‐reported and actual use of classroom management strategies, and examined how the use of proactive and reactive strategies is related to teacher stress and student behaviour. The total sample consisted of 97 teachers from primary schools within Melbourne. Teachers completed four questionnaires which gathered information on demographics, disruptive student behaviour, teacher management strategies, and teacher self‐reported stress. In addition, 20 of the 97 teachers were observed in their classrooms while teaching, with teacher behaviour management strategies and student on‐task behaviour recorded. Observation and questionnaire data were then matched. The findings indicated that teacher self‐reports accurately reflect actual practice, that relatively minor forms of student misbehaviours are a common concern for teachers, and that teachers are spending a considerable amount of time on behaviour management issues. The findings also revealed that the use of predominantly reactive management strategies has a significant relationship with elevated teacher stress and decreased student on‐task behaviour. These findings have important implications for teaching practices and student learning.  相似文献   

20.
The present study aimed to examine the relationships between prospective teachers’ career choice satisfaction, hope, and sense of personal responsibility, with the intention of exploring the mediating role of hope in the relationship between career choice satisfaction and sense of personal responsibility. A total of 563 prospective teachers voluntarily participated in the study. Results showed that the prospective teachers’ career choice satisfaction, hope, and sense of personal responsibility for student motivation, achievement, relationships with students, and teaching were positively and significantly related to each other. Results also showed that the mediating roles of hope in the relationships between career choice satisfaction and four aspects of personal responsibility were reasonably important. Overall, results of the present study suggest that the prospective teachers’ sense of personal responsibility should be considered together with their career choice satisfaction and hope during teacher education.  相似文献   

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