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1.
Doth the lady protest too much? Pre-service teachers and the experience of dissonance as a catalyst for development 总被引：1，自引：0，他引：1
This paper presents findings from an ethnographic study of beginning pre-service teachers enrolled in a large U.S. teacher preparation program (N = 34). Discussion focuses on participants' identity development as examined through the lens of the stories they learn and tell during and about their initial experiences of becoming teachers. Specifically, the analyses suggest that dissonance may play an important catalytic role in pre-service teacher identity development among the study participants. The stories participants tell illuminate their negotiations of conflicting stories about teaching, teachers work and themselves and inform a tentative theoretical model of identity development. The implications for teacher educators include immediate programmatic concerns as well as issues potentially related to teacher attrition. 相似文献
2.
The framing of teaching standards within restrictive managerial or collaborative democratic ideologies impacts significantly on initial teacher education. Semi-structured interviews were used to explore teacher educators’ (n = 13) perspectives on beginning teacher standards for physical education teacher education in Ireland. Teacher educators favoured a standards-based approach to support consensus within the profession and clear expectations for beginning teachers. They suggested that provision of quality assurance through increased accountability and regulation could enhance the status of the profession based on a democratic ideology of teacher professionalism. The potential of standards to foreground a particular ideology of teacher professionalism is discussed. 相似文献
3.
研究目的在于应用成人学习理论指导教师教育的实践,促进教师专业发展。首先,通过诺尔斯的成人教育学理论分析了成人学习理论对教师教育的适用性,探究各个成人学习论对教师教育的指导作用和对教师发展的促进作用,构建了较为完整的指导框架。然后,分别阐述了自我导向学习理论指导下教师教育生成内生动力,促进教师知识发展;转化学习理论对于教师教育提供新途径,促进教师伦理发展;熟练理论指导教师教育产生外部动力,帮助提升教师专业能力;情境学习理论指导下创设多元的教师教育环境,丰富教师实践经验。最后,成人学习理论于教师教育领域具有很强的适用性,应充分尊重教师成人身份和主体地位。 相似文献
4.
Stage theory represents a concise explanation for change in teacher professional development with gained experience in the classroom. This study examines the self-task-impact stage chronology proposed by concerns-based theory within the framework of longitudinal research on beginning teaching. The study investigated developmental change in a panel (N=79) of beginning teachers across two years utilizing the Teacher Concerns Checklist, a concerns inventory, at six application points. Analysis of variance with Scheffé post hoc tests was utilized to rank categories of concerns and to test whether teacher and school contextual variables would affect these rankings. The results confirm findings of similar longitudinal studies, indicating teachers’ concerns for impact consistently rank highest across time. Additionally, the ranking of concerns categories was not affected by the contextual variables. Two aspects of impact, one academic in orientation and the second consisting of personal and individual concerns for students, emerged as distinct dimensions across time. The author proposes a reconsideration of concerns-based theory for its limited ability to comprehensively explain the complex nature of teacher development. Rather than chronological, concerns are recurring and indicate the need to scaffold linkages between student learning, learning theory, and instructional practices early in teaching careers in lieu of singularly focused managerial aspects of teaching. 相似文献
5.
Views on using portfolio in teacher education 总被引：1，自引：0，他引：1
The usage of portfolio methods to document professional development in teaching is increasing in Germany, but despite its proliferation, the issue of how the effects of portfolio methods can be determined has received little attention. This paper investigates the acceptance of portfolio by the pre-service teachers (N = 144, 112 female) and the effects of portfolio on their professional attitudes and competences. In addition, N = 15 teacher educators were interviewed on their assessment of the portfolio method. Results suggest that the efficiency of the portfolio method depends both on personal competences and on the framing within the training program. 相似文献
6.
Based on dialogical self theory framework that highlights three dimensions of identity construction (multiplicity vs. unity; social vs. individual; discontinuity vs. continuity), this study explored multiple aspects of teacher identity development over time, in relation to the unity of self, the way the social environment is negotiated, and the shifting or continuing pattern over time. The study employed a qualitative, longitudinal study design that followed five pre-service teachers for four years, including three waves of interviews. Variations of each participant’s journey to develop their teacher identity over time are described. Implications relevant to researchers, teacher educators, and pre-service and beginning teachers are discussed. 相似文献
7.
Marja-Kristiina Lerkkanen Eve Kikas Eija Pakarinen Pirjo-Liisa Poikonen Jari-Erik Nurmi 《Early childhood research quarterly》2013
This study examined the extent to which mothers’ trust toward the classroom teacher of their child in first grade is related to observed teaching practices in Finland and Estonia. Sixty-six teachers (32 in Finland, 34 in Estonia) were observed using the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004). Mothers in Finland (n = 266) and in Estonia (n = 348) filled in questionnaires measuring their trust in their child's first grade teacher. The connection between mothers’ education, child gender, and classroom size in relation to mothers’ trust was also investigated. The results of multilevel modeling showed that mothers in both countries trusted more in teachers who were characterized by a higher level of child-centered teaching practices than teacher-directed teaching practices. Furthermore, Estonian mothers showed greater trust in more experienced teachers. The results emphasize the importance of teaching practices in promoting mothers’ trust in their child's teacher. 相似文献
8.
Julianne C. Turner DeLeon L. Gray Lynley H. Anderman Heather S. Dawson Eric M. Anderman 《Contemporary educational psychology》2013
We investigated the relation of students’ perceptions of mastery goal structure and of teacher support. Original formulations of achievement goal theory proposed that social–relational aspects of classrooms were integral to perceptions of a mastery goal structure, but these components have not survived in current conceptions of goal theory. Recent studies have found that student perceptions of mastery goal structure and of teacher support are highly interrelated, if not identical constructs. We propose that the interrelations between these perceptions may, in fact, emerge over time, as suggested by Tharp, Estrada, Dalton, and Yamauchi’s (2000) four stage model of the development of intersubjectivity between students and teachers. Students in grade 6 (N = 1197, 65 classrooms) and in grade 7 (N = 1036, 37 classrooms) reported perceptions of the mastery goal structure and of teacher support in the fall and the spring. Structural equation models with maximum likelihood estimation were used to test two competing models. We hypothesized that student perceptions of mastery goal structures and of teacher support were separate constructs in the fall, but converged by spring. The hypothesized model fit the data better than the alternative model for 6th and 7th grade students. Our findings both replicated those of others, and suggest that students’ perceptions of classroom environments develop over time. Theoretical implications include the reexamination of current conceptualizations of mastery goal structure and the stability of motivational constructs. Methodological implications include timing measurement occasions to assess possible changes in perceptions during the school year. 相似文献
9.
This study examines motivational factors of teachers who have achieved a national standard of professionalization. Data were collected from National Board certified teachers in the United States (N = 453) using a two-part, web-based survey. Exploratory factor analysis found five motivators: improved teaching, financial gain, collaborative opportunities, self and external validation. Analyses of Variance (ANOVAs) highlighted differences in the financial gain and external validation motivations, depending on the teacher’s age at the time of certification. The results of this study reveal multiple motivators for teacher professionalization, with teachers of different ages motivated by diverse incentives. 相似文献
10.
Beliefs serve as an adaptation that helps teachers organize their teaching world. Little is known, however, about how beliefs change and serve to help retain and sustain teachers, particularly for beginning teachers who are most likely to leave teaching. This study explores teachers' beliefs about students in the US (N = 67) and if these beliefs change during the first five years of teaching. Results indicate that teachers hold beliefs about students that capture pride and participation. Over time, these beliefs become more positive. Implications for teacher education and policy are discussed. 相似文献
11.
Secondary teachers' conceptual metaphors of teaching and learning: Changes over the career span 总被引：5，自引：0，他引：5
Much has been written about the persistence of teacher beliefs upon entering and exiting preservice teacher education programs. Little research has explored teacher beliefs over the career span. Through an online survey instrument teachers (n = 110) choose which teaching metaphors most closely match their own under three conditions: upon first entering the profession, at present, and ideally. Analysis indicates that 63% of teachers changed their conception of teaching over time. While very experienced teachers began teaching with teacher-centered conceptual metaphors, over the course of their careers some move toward student-centered metaphors. Newer teachers have a tendency to begin with and aspire to student-centered conceptual metaphors. Teachers whose metaphors for current and desired practice differed identified obstacles to, and suggestions for, a better fit. 相似文献
12.
Tiina Anspal Äli Leijen Erika Löfström 《Scandinavian Journal of Educational Research》2019,63(5):679-695
This paper describes a 2-year follow-up study on teacher identity development in different types of teacher education programmes. Teacher identity development was analysed with a focus on student teachers’ views of teacher’s roles and tensions experienced during their studies. Student teachers (n?=?20) were interviewed at the beginning and end of the master-level studies. Three types of tensions were identified: (1) conception of self versus professional role, (2) role expectations versus university training, (3) and multiple professional role expectations. The follow-up study showed that tensions tended to accumulate to some extent. However, successful consolidation of tensions appeared to depend on how the student teachers were able to recognise resources at their disposal, with implications for organisation of reflection support in teacher education. 相似文献
13.
Teachers' perception of the educational policy is vital to understand the success or failure of the policy's implementation. In this article, we describe the development and use of the Policy Characteristics Scale to measure teachers' perception of a new teacher evaluation policy. An exploratory factor analysis (n = 347) and a confirmative factor analysis (n = 263) revealed a three-factor structure of teachers' perception of the new educational policy: policy's practicality, need, and clarifying function. Our research results indicated that teachers confirm the policy's need. They perceive the reform as clear but they have questions about the policy's implementation. Implications for policy makers and school leaders are discussed. 相似文献
14.
A well defined line of research has been conducted on the role of self-efficacy (Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.) in teaching and learning environments. The purpose of this study was to examine the effect of Laboratory-Based (LB) and Field-Based (FB) practicum experience on pre-service teachers' efficacy levels within one Physical Education Teacher Education program. The participants were 59 undergraduate students who were placed into two groups, LB design (n = 31) and FB design (n = 28). A quasi-experimental design with two levels of treatment and no control group was implemented. Both groups were administered a version of the Teacher Efficacy Scale (TES) adapted for physical education teachers at four stages of their preservice program: (1) at or near entry; (2) at the start of their methods course sequence; (3) at the end of the methods course sequence, just prior to student teaching; and (4) at program completion. Results from a Repeated Measures ANOVA indicated significant differences between groups on one facet of teacher efficacy at Stages 2 and 3. Those differences are attributed to the differing levels of authentic teaching practice between groups, and the challenges posed to each group of preservice teachers prior to student teaching. By the end of student teaching, both groups' efficacy levels were essentially equal, perhaps due to the similarly high level of authenticity across all subjects in that key experience. This study also highlights the importance of on-going, appropriate and authentic challenges in eventually establishing strong and stable efficacy levels among preservice teachers 相似文献
15.
This study uses an experimental approach to investigate effects that analyzing videos of one’s own versus others’ teaching and experience with video has on teacher learning, particularly on knowledge activation and professional vision (N = 67). Teachers who analyzed their own teaching experienced higher activation, indicated by higher immersion, resonance, and motivation. Contrary to our assumptions differences with regard to professional vision were not straightforward. In tendency, teachers noticed more relevant components of teaching and learning but were less self-reflective with regard to articulating critical incidents. 相似文献
16.
How teachers and students deal with assessment practices is largely influenced by the conceptions they hold about the purpose of assessment. This means that, given the current plea for a paradigm shift from Assessment of Learning to Assessment for Leaning with a balance between the formative and summative purposes of assessment, the study of teachers’ and students’ conceptions of the purpose of assessment is of the utmost relevance. In this study Dutch secondary school teachers’ (n = 351) and students’ (n = 712) conceptions of the purpose of assessment were measured using a translation of the teachers’ conceptions of assessment questionnaire and a translated and shortened version of the students’ conceptions of assessment questionnaire. Maximum Likelihood factor analyses resulted in four teacher and five student conceptions of the purpose of assessment. The results indicate that the teachers in our sample did not distinguish between formative and summative purposes of assessment. They did discern classroom assessment (formative as well as summative) from school accountability. In addition, they conceive assessment as being of bad (in terms of measurement errors) or good quality. In contrast with the teachers, students do make a distinction between the formative and summative purpose of assessment. They also refer to school accountability and the affects that assessment triggers in them as further purposes of assessment. 相似文献
17.
M. Tim Mainhard Mieke BrekelmansPerry den Brok Theo Wubbels 《Contemporary educational psychology》2011,36(3):190-200
In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year. 相似文献
18.
This study investigated relations between preschoolers’ pretend play, examiner-rated adjustment, and teachers’ reports of educational and social adjustment in a large and racially diverse sample. Preschoolers (N = 171; Mage = 49.25 months, SD = 2.76; 89.5% non-White; 50.9% female) completed a standardized assessment of pretend play during a laboratory visit and teachers rated their academic and relational adjustment 3 months later. Interactive effects by child race were evaluated in light of prior suggestions that relations between children's creative expression and teacher-rated adjustment may vary by child race. There were no significant race differences in observers’ ratings of preschoolers’ pretend play, examiners’ ratings of child adjustment, or teachers’ ratings of child adjustment. Imaginative and expressive play features were positively related to examiners’ ratings of child ego-resilience for all children in the laboratory setting. However, child race moderated relations between these same play features and teachers’ ratings of preschooler adjustment in the classroom, even after child age, child IQ, family socioeconomic status, teacher–child racial congruence, teacher familiarity with the child, and child gender were held constant. Among Black preschoolers, imaginative and expressive pretend play features were associated with teachers’ ratings of less school preparedness, less peer acceptance, and more teacher–child conflict, whereas comparable levels of imagination and affect in pretend play were related to positive ratings on these same measures for non-Black children. These results suggest that teachers may ascribe differential meaning to child behaviors as a function of child race. Implications for child development, teacher training, and early education are discussed. 相似文献
19.
Research in teacher education repeatedly suggests that the background and underlying beliefs held by pre-service teachers about teaching and assessment act to shape their interpretations of ideas, powerfully influencing their praxis and their developing teacher identity. This paper explores how a young New Zealand secondary science teacher, raised and educated in Māori-medium and then English-medium New Zealand schools, develops his identity as a teacher as he navigates a range of educational contexts and experiences. His views on assessment provide a focus. The paper presents a case study drawn from a two-year longitudinal study, comprising a series of interviews with the teacher, as he transitioned from a university graduate to a qualified science teacher working in his first school. The complexity of teacher identity development is highlighted, particularly for teachers for whom cultural identity and indigenous world view is important. It suggests that beginning teachers need more time in their pre-service teacher education to reflect on the influence their formative educational experiences have on who they are becoming as a teacher. 相似文献
20.
Geraldine Blomberg Kathleen Stürmer Tina Seidel 《Teaching and Teacher Education》2011,27(7):1131-1140
As critical component of teachers’ expertise, professional vision should be developed during teacher education. Professional vision draws on subject specific and generic knowledge, however, little is known about the knowledge interplay. This study systematically investigated pre-service teachers’ (n = 32 majoring in mathematics/science; n = 56 in social sciences/humanities) professional vision as elicited by videos of various subjects. Such a design allows studying the relevance of subject matter for professional vision. We found evidence for different professional visions among pre-service teachers majoring in different fields, indicating that—beyond knowledge acquisition—subject-specific socializations may result in distinct sets of shared beliefs and values. 相似文献