共查询到20条相似文献，搜索用时 46 毫秒
1.
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
2.
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
3.
Agaath M. Dekker-Groen Marieke F. van der Schaaf Karel M. Stokking 《Teachers and Teaching》2013,19(2):150-171
The Teachers of Promise study has followed the work histories of 57 primary and secondary teachers who had been identified at the beginning of their third year of teaching as having the potential to make a significant contribution to the profession. Using data from surveys and interviews, this paper reports on what sustained or inhibited their initial commitment to and enthusiasm for ‘making a difference’, six years later, both in the classroom and in broader school leadership roles. Satisfaction with their day-to-day experiences in their schools was a particularly strong driver of teachers’ career decisions over time. Thirty-four teachers responded to survey items that were used to identify three different groups of teachers: a group of 10 primary school teachers with the highest levels of job satisfaction who were ‘fulfilling their promise’; a group of 21 primary and secondary teachers who were ‘persevering and coping’; and three teachers who were ‘detached and disengaged’. The group with the highest levels of job satisfaction taught in primary schools where they felt respected and valued, and supported to develop their teaching and leadership expertise. School leadership practices and school cultures in the other two groups diminished teachers’ overall job satisfaction and contribution to collective knowledge building in their schools. Almost all of the teachers had retained their commitment to students, to their current schools and to teaching as a career, including those with lower levels of satisfaction. Although these teachers reported ‘collegial’ relationships with their peers, individualistic school cultures, most often in secondary schools, impacted on their opportunities to learn with and from their colleagues. Few secondary school teachers felt appreciated, and included in school decision-making or had found it possible to combine high standards of classroom teaching with management responsibilities. The study indicates that while most promising teachers were still satisfied with teaching after nine years, relatively few were in schools where they were able to make the impact that had been predicted for them early in their careers. 相似文献
4.
《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
5.
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
6.
Mike Coldwell 《Teachers and Teaching》2016,22(5):610-624
Despite the very large literature on teacher careers from an individual perspective, there is relatively little that links the perspectives of teachers themselves to how schools as organisations approach careers. The aim of this paper is, first, to outline how teachers’ orientations towards careers change across three dimensions, and, second, to examine how schools as organisations deal with career, developing a model of organisational responses, including developing a concept of ‘career culture’, derived from an analysis of interviews regarding the first three years of teaching conducted with senior leaders and second-year teachers themselves. By considering the fit between individuals’ career orientations and school career cultures, the paper surfaces both the fluid nature of these orientations and the subsequent potential instability of the fit. 相似文献
7.
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
8.
Meghan Stacey 《Teachers and Teaching》2013,19(4):404-417
ABSTRACTThis article presents evidence from across the segregated secondary school system in NSW, Australia, through the close analysis of three cases of teachers’ work in contrasting schooling contexts. Through this comparative approach, the relationship between school context and the work of the early career teacher is foregrounded, troubling views of teaching as reflecting a certain kind of life cycle in which early career teachers in particular are seen to be subject to pressures such as stress and burnout. In contrast, I argue that specificities of context, exacerbated by a market-based policy approach which has driven greater levels of differentiation between schools, have particular consequences for teachers, both in the nature and scale of the challenges with which they are faced. In demonstrating how teachers’ work is affected by context, I also speak back against recent, often ill-defined discourses of ‘classroom readiness’ and ‘teacher quality’, which emphasise the roles of teachers and teacher educators rather the systems within which they work. 相似文献
9.
Dirk Richter Mareike KunterUta Klusmann Oliver LüdtkeJürgen Baumert 《Teaching and Teacher Education》2011,27(1):116-126
This study examined teachers’ uptake of formal and informal learning opportunities across the career cycle. Analyses were based on data from 1939 German secondary teachers in 198 schools. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities showed distinct patterns across the teaching career. Specifically, use of professional literature increased with teacher age, but teacher collaboration decreased. Teachers’ work engagement and professional responsibilities were hypothesised to predict changes over the career. However, although these variables partly predicted uptake of learning opportunities, they did not fully explain the age-related differences observed. 相似文献
10.
Abstract This paper studies attempts to change teachers' thinking towards a construc‐tivist perspective within science education. The contexts surrounding the research are important: ideas of critical constructivism, critical action research and the work of Paulo Freire are brought to bear on teacher education in Recife, northeastern Brazil. A professional development course was designed to explore with secondary science teachers some elements of constructivist thinking, and to shape action research projects within their own classrooms. The course design is described, along with some of the responses of the participants both during and after they undertook their projects within their secondary schools. The responses highlight the tensions of trying to innovate with ‘non‐traditional methods’ within traditional situations, the advantages and drawbacks of ‘freeing up’ classroom discussion and authoritative teaching. 相似文献
11.
As the economic pressure to teach more students with fewer (and less costly) instructors has increased in higher education, the utilisation of non‐career teachers has become more prevalent. Design education has not escaped this phenomenon; non‐career teachers, such as graduate and undergraduate students or design practitioners, have become commonplace in design education, including the design studio. The studio, however, is a unique teaching and learning environment in higher education. It poses distinct socio‐academic challenges for both students and teachers. The utilisation of non‐career teachers in studios raises a number of ethical and pedagogical questions. Teacher development is one serious concern. Here, the authors articulate the major challenges confronted by non‐career studio teachers, especially student teaching assistants, and strategies for their development. 相似文献
12.
Roger Brindley 《Teachers and Teaching》2013,19(5):577-594
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
13.
Elizabeth Cheung 《Teachers and Teaching》2013,19(2):127-149
Changes that occur in teachers’ careers are typically conceptualized in research as occurring in several demarcated and sequential stages/phases. This study examines secondary schoolteachers’ understandings of their careers and whether they could identify stages/phases in their career development. It is based on experienced teachers’ recall of their career development and their in‐depth interviews. The findings demonstrate the need to acknowledge the individual ways in which teachers develop as well as the need for the use of multiple frameworks for describing teachers’ career development. Using a single a priori model to describe their career development, as has been common in certain previous research, does not do justice to teachers’ understanding of their own careers. Furthermore, the findings of this study shed light on the contextualized nature of experience and expertise. Accordingly, implications for teacher education and policy‐making in the area are drawn. 相似文献
14.
李平 《成都教育学院学报》2010,24(8):1-3,12
在全新的环境下,怎样更好地为社会培养出更多更优秀的教育人才是众多师范高等院校面临的难题。通过合并、结构调整、升格等方式生存下来的综合性大学往往不够重视教师教育,理论和实践严重脱节,职前培训不是特别到位,导致师范毕业生从教时很难迅速地进入教师角色,对教育是一种损失。借鉴英国教师教育的先进经验尤其是其教师教育的亮点——伙伴合作模式,充分发挥大学和中小学的优势来共同培养教师。我国综合性大学教师教育应该在以本校雄厚的学术实力为依托的基础上定位工作目标和重心,理顺理论与实践、教育机构与实习学校等的关系,共同实现教师教育的连贯性和一体化,使实习成为真正提升师范生作为未来教师的基本技能和素质的强有力的手段,来达到改进教师教育现状的目的。 相似文献
15.
Kay Livingston 《European Journal of Education》2014,49(2):218-232
The pace of change in today's society means that there is an ongoing need for teachers to learn, have new knowledge and use new pedagogical approaches to meet the needs of their pupils. For many teachers, this requires redefining their identity as teachers and what ‘teaching’ means in 21st century learning environments. These changes also require teachers to be supported in learning to ‘teach’ in different ways that are relevant to their own individual needs and to the contexts in which they work throughout their career. In this article, it is argued that a more integrated and collaborative approach to teacher education is needed with better understanding of those who take up the roles of teacher educator across a teacher's career. With a particular emphasis on ‘teacher educators’ working in school to support teachers' career-long professional learning it is argued that currently many do not recognise themselves as teacher educators nor are they recognised by those they work with as teacher educators. Drawing on an empirical study carried out with mentors in schools in Scotland, it is suggested that these teacher educators may be ‘unrecognised’ and remain ‘hidden professionals’ because of the identities they construct for themselves, the values and priorities that they or others attach to their roles or because of the institutional structures and cultures in which they work. It is concluded that it will be difficult to recognise and value these ‘hidden teacher educators’ and the distinctive contribution they can make to teachers' career-long professional learning without further clarification by them and others of the roles and responsibilities they hold. 相似文献
16.
Graduate students play an integral role in undergraduate chemistry education at doctoral granting institutions where they routinely serve as instructors of laboratories and supplementary discussion sessions. Simultaneously, graduate teaching assistants (GTAs) balance major research and academic responsibilities. Although GTAs have substantial instructional facetime with large numbers of undergraduate students, little is known about their conceptions of teaching or their identities as teachers. To investigate the knowledge that GTAs have regarding teaching in this unique context, their teaching identities, and how these developed, we conducted 22 interviews with graduate students from several universities at various levels in their graduate school career using a modified Teacher Beliefs Interview. Interviews were analyzed for two overarching teacher learning constructs: teacher knowledge and teacher identity. We characterized chemistry GTAs' teacher knowledge and identity and determined major influencing factors. We found that chemistry GTAs often identified as a tutor or lab manager, which hindered their self-investment in developing as teachers. The results presented herein contribute to an understanding of GTAs' teacher knowledge, teacher identity, and their teaching context, from which training can be designed to best support GTA development. 相似文献
17.
The crisis in UK mathematics education, both in schools and universities, has been widely reported. Currently, 24% of full-time
mathematics teachers in English secondary education have `weak’ or `nil’ qualifications in the subject, 31% of secondary mathematics
teachers are now over the age of 50, and it is estimated that England alone is short of 3500 qualified mathematics teachers.
Furthermore, studies suggest that UK mathematics undergraduates often lack confidence in several key skills essential for
teaching, and the availability of attractive careers for mathematics graduates impacts upon the numbers entering the profession,
thus risking a spiral of decline. This paper recounts the development of a unit of study in the Faculty of Mathematical Studies
at the University of Southampton, England, in conjunction with a new national initiative entitled the Undergraduate Ambassadors Scheme (UAS). This aims to address the crisis in UK mathematics education through the training and placement of final year undergraduates
as teaching assistants in local schools, with a view to promoting mathematics as a university choice to the broadest possible
constituency, whilst simultaneously developing those key skills in which undergraduates regularly feel least confident, and
facilitating an insight into teaching as a career option. The paper also provides a detailed evaluation of this new initiative,
together with the recent comments of students who, having completed the UAS unit, have progressed subsequently to postgraduate
teacher education. 相似文献
18.
Matti E. Lindberg 《Higher Education in Europe》2005,30(3-4):385-398
This article deals with the question of how the segmentation of higher education participation connects with the segmentation of the graduate labour market into jobs with different levels of quality. With data comprising educational and labour market histories of graduates with Master's degree from nine European countries, the author analyses how graduates with traditional higher education careers come off on the European labour market compared to those with non‐traditional educational careers. When examining the quality of the employment that graduates obtain early on in their career, three criteria are applicable: the job stability and the quality of the education‐job match to both the level of their studies and skills. The method used in the analysis is logistic regression. Results indicate that being a traditional/non‐traditional graduate does affect the odds of finding proper employment; however, whether the influence is positive or negative greatly varies with respect to gender; the number of graduates with the same type of educational career on the local market and the criteria used to evaluate the adequacy of the employment. 相似文献
19.
Joyce Martin 《Asia-Pacific Journal of Teacher Education》1992,20(2):95-104
Fifty primary and 52 secondary teachers were interviewed about their concerns and fears as first‐year teachers in Catholic schools. Teacher variables of gender and maturity, as well as school variables such as socio‐economic status (SES), non‐English speaking background (NESB), school size and primary/secondary level were examined as sources of difference in expressed concerns and needs. Ranked concerns associated with meeting individual differences were ranked highest followed by ‘Content’, ‘Control’ and ‘Motivation’, ‘Teaching Migrants’, ‘Record Keeping’ and ‘Communication’. Open‐ended responses differed from ranked responses with ‘Efficacy’, ‘Control’ and ‘Content’ the most frequently mentioned fears. In general, no significant differences were found between rankings of concerns for primary/secondary levels or for teacher gender. However SES, NESB and teacher tender were significantly related to concerns for certain subsets of data. 相似文献
20.
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