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1.
The purpose of this study was to explore the professional challenges and concerns of 30 second career teachers (SCTs) participating in an alternative fast-track induction program during their first year of teaching. Additionally, the study investigated their perspectives of the institutional support provided to them. The main source of data was online case study discussions and reflective journals which were analyzed qualitatively through content analysis. The results suggest that the challenges and concerns of SCTs trained through a fast-track program are essentially not dissimilar from novice teachers trained in traditional programs. Even though SCTs entered the profession with extensive life and work experience, they seemed to perceive the same mismatch experienced by other first-year teachers between what they had expected and what they actually encountered. Their main challenges and concerns centered on: classroom teaching, teacher–student relations, the extensive workload, and their emotional involvement. Nevertheless, these SCTs demonstrated the ability to apply strategies acquired in their previous professions to cope with the professional challenges they had encountered in the school context. Drawing on transition theory proposed by Schlossberg, the process of transition into the teaching profession was explored. Applying Schlossberg’s model, the professional concerns and the types of strategies used by SCTs to cope with the various challenges were identified. This theory also provided the framework for understanding the perceptions of SCTs of the institutional support provided to them and the use they made of it throughout this year. Implications for teacher education programs are discussed. 相似文献
2.
John Trent 《Teachers and Teaching》2018,24(8):931-950
Educational-policy makers worldwide are concerned with finding effective strategies to recruit and retain high-quality teachers. The recruitment of second-career teachers has been seen as one means of fulfilling this aim. Against a background of calls to better understand SCTs, this article reports the results of a qualitative study investigating the experiences of six second-career teachers in Hong Kong. Based on a theoretical framework of teacher-identity construction, discourse analysis was used to explore the participants’ perceptions of their professional development. In-depth interviews were conducted to gain detailed insights into how the teachers construct their identities-in-practice and identities-in-discourse within Hong Kong schools. The findings expose tensions between attempts the positioning of SCTs within dominant discourses as ‘traditional’ and ‘conventional’ teachers, for example, and the participants’ self-positioning in practice as ‘innovative’ and ‘risk-taking’ teachers. Ways in SCT agency, and hence identity construction, can be facilitated through the introduction of the innovative pedagogical practices which many SCTs seek to pursue in Hong Kong schools are considered. 相似文献
3.
In this article, we investigate first-year student teachers’ teacher identities through their practical theories and ask what these practical theories reveal about their emerging teacher identities? This study approaches teacher identity from a dialogical viewpoint where identity is constructed through various positions. The empirical part of this study analysed the practical theories of 71 first-year student teachers in order to determine what kinds of positions are involved in their teacher identity at the beginning of their teacher education and what positions are emphasised. The results showed that when student teachers begin their teacher education, the majority of positions concern didactical issues, that is, how to promote pupils’ studying and learning processes. In addition, student teachers’ teacher identities as teachers strongly emphasise the moral nature of teaching. Contextual issues about school and society and matters related to content, such as the curriculum, had little representation in first-year student teacher identities. On the basis of the results, the role of teacher education is considered in the process of promoting development of student teachers’ teacher identity during their studies. 相似文献
4.
This paper provides an overview of research on veteran teachers and teacher identity. It analyses issues at the personal, situated and professional levels that have been shown to impact on veteran teachers’ identities. The search included empirical studies published in peer-reviewed journals between 2005 and 2016. In total, 19 papers were analysed. Findings revealed that many studies focused on veteran teachers’ resilience. Issues concerning veteran teachers’ identities are key to understanding why they remain in the profession and are able to sustain their motivation and commitment over time. Many veteran teachers portrayed in the literature built on their confidence regarding their professional competence and relied on internal and external issues to maintain their motivation and commitment to teaching. The role of emotions in the transformation of veteran teachers’ identities and the permeable boundaries of the personal, situated and professional scenarios influencing veteran teachers’ identities are highlighted in the paper. 相似文献
5.
While there is growing recognition of the mutually shaping relationship between teaching with information technology (IT) and teachers’ beliefs, skills and self-efficacy, there has been a paucity of research attention on the construction of teacher identity during actual IT-assisted in-class teaching and out-of-class networking with students, in a full institutional and social context. This study investigates how a group of secondary school English as a second language (ESL) teachers regulated their teaching and practices and constructed their identities in relation to governmental requirements for the use of IT in teaching. Teachers from seven government-subsidised schools in Hong Kong were interviewed about their experiences of using IT in teaching. We frame the reported practices of these teachers as a process of construction of identity, formed in the context of the ‘governmentality’ supporting current examination-oriented educational policy. Observing from the perspective of what has been termed ‘governmentality’ and an ethical framework for self-formation of personal identity makes it possible to see these teachers’ professional identities constructed through the use of IT practices within the contradictory conditions of professional/personal demands, compliance/resistance, school promotion/peer non-cooperation, advantage/disadvantage in use of IT, use of IT/content and pedagogical knowledge. This study has implications for developing a more supportive and rational environment for the use of IT in teaching, in which more autonomy and identity options—rather than constraints—can be provided for teachers in the digital era. This study also informs practitioners and policy makers in other educational settings experiencing a similar IT boom in teaching. 相似文献
6.
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
7.
Carolyn S. Wallace 《课程研究杂志》2013,45(3):357-381
The purpose of this study was to investigate socio‐cultural factors underpinning curriculum change by examining teacher beliefs in the context of professional development. Scottish teachers in the study were participating in policy implementation based on formative assessment. Teachers were selected who were positive about the formative assessment initiative, so as to examine the inter‐relationships amongst beliefs, policy, and practices when teachers intended to implement curriculum innovation. The aims of the study were to investigate: (a) the nature of teachers’ beliefs about teaching, learning, and the professional development programme; (b) how those beliefs influenced the teachers’ mediation of reform policy in their own classrooms; and (c) points of resonance or tension between teacher’s beliefs and the council’s philosophy towards and management of policy implementation. A qualitative interpretive cross‐case study approach was used with five participant teachers from different secondary subject areas. Results suggested that the unique stance of district administrators to give teachers the opportunity to create their own reform methods, a ‘bottom up’ mode of implementation, appeared to be a significant factor in promoting the reform policy. 相似文献
8.
Sharon L. Nichols Paul A. Schutz Kelly Rodgers Kimberly Bilica 《Teachers and Teaching》2017,23(4):406-421
The goal of our project was to develop an understanding of the connections among emotional episodes and emerging professional teacher identities of first year teachers. We interviewed eight first year mathematics and science teachers. We asked them to reflect on emotional episodes and talk about how those emotions informed their teaching identities. Our data yielded a model of ‘identity-work’ that reflected the teachers’ engagement in a reflective process of understanding themselves as it related to those emotional episodes. Our model includes four key processes: (1) Teacher incoming identity beliefs; (2) Teacher identity emotional episodes; (3) Teacher attributions and (4)Identity adjustment. All of our teachers exhibited a form of this process with some teachers elaborating on the ways in which pleasant emotional experiences confirmed their identities and others elaborating on the ways in which unpleasant emotional experiences caused them to confront and/or adjust their emergent identities. Implications for future research and teacher education are discussed. 相似文献
9.
Irem Kızılaslan 《欧洲师范教育杂志》2012,35(2):243-254
Despite preliminary findings that preparing teachers for rural positions is of great importance in Turkey’s conditions, little has been reported regarding the measures that need to be addressed in order to effectively prepare teachers for remote areas. In response to this gap, the present study aimed to provide some preliminary views about the expectations of pre-service teachers in relation to rural teaching from a qualitative research paradigm. Data were collected through an open-ended questionnaire from 115 senior pre-service teachers in a large Turkish university. Thematic analysis of the data revealed that participants had polarised views about the issue. While some of them viewed the experience positively, others highlighted the potential challenges. Pre-service teachers’ vague and dichotomous images concerning rural teaching suggested that they had some preconceptions formed through media representations or word of mouth. Implications for teacher education and professional development, along with directions for future research were included. 相似文献
10.
Graham Parr Scott Bulfin Renee Castaldi Elisabeth Griffiths Charmaine Manuel 《Cambridge Journal of Education》2015,45(2):133-148
Standards-based reforms of education favour narrow forms of teacher professional learning tied to generic standards and pre-determined, measurable outcomes. In high-stakes accountability-driven environments, in schools and initial teacher education programs, educators are rarely encouraged to inquire into their work and professional identities through narrative writing. This article describes and analyses an assessment task in a pre-service teacher education course wherein students explore dialogic forms of critical autobiographical writing as part of an ongoing process of examining and clarifying their views and values about English teaching. Drawing on Cavarero, we argue that the writing these preservice teachers do provides a space for them to negotiate ‘what’ and ‘who’ narratives as they journey to become English teachers. Their writing productively grapples with generic ‘what’ stories such as what standards documents attempt to tell about English teaching, and the ‘unrepeatable uniqueness’ of ‘who’ stories developed out of their individual cultural, educational and linguistic difference. 相似文献
11.
John Trent 《Teacher Development》2018,22(4):571-586
This paper reports the results of a qualitative study that examined the perspectives of one group of teacher educators and pre-service teachers about a teaching internship in Hong Kong. Reflecting recent interest in both a practice turn in pre-service teacher education as well as teacher identity construction, the study uses in-depth interviews to reveal how both teacher educators and pre-service teachers construct the meaning of a teaching internship. The results suggest that two discourses dominate such meanings: the discourse of integration and the discourse of separation. The study not only reveals the presence of these discourses but, moreover, considers how their interplay provides affordances for and constraints upon the capacity of pre-service teachers to construct their professional identities during the teaching internship. This exploration suggests that this interplay can lead to identity conflict for pre-service teachers. Implications for overcoming such conflict in ways that support the construction of pre-service teachers’ professional identities are considered and suggestions for future comparative research discussed. 相似文献
12.
This paper reports on a comparative study that investigates English language teacher educators’ ideal identities from the dual perspectives of language teachers and teacher educators in China. Drawing on data from focus and individual interviews, the findings of the study reveal a range of identities such as ‘practical expert,’ ‘model’ and ‘learner,’ which were perceived by the two parties (i.e. the languages teachers and teacher educators) as pivotal for an ideal language teacher educator. On the other hand, the two parties held differing views about some identities such as ‘researcher’ and ‘scholar’ due to the contextual influences in the higher education context. The study offers some useful implications for teacher educators to develop their professional identities and improve their effectiveness in educating teachers. 相似文献
13.
Bodil Svendsen 《Teacher Development》2016,20(3):313-328
The aim of this study was to find out how science teachers who have participated in a one-year school-based collaborative teacher professional development programme, perceive the programme’s impact on their professional development. Constant comparative analysis was used on data from three schools to generate the findings in this study. The results indicate that participating teachers perceived a clear effect on their teaching practice and ways of thinking about teaching science. In addition, the findings identify a positive effect on the teachers’ attitudes towards collaboration. The article further discusses how reflection seems to contribute to the teachers’ professional development. 相似文献
14.
This study to investigate how teachers develop their skills and knowledge to construct enthusiastic student learning and what part school principals play in that development was carried out in four primary schools serving disadvantaged communities in Beirut. In the absence of rich research in Lebanon on this topic, western literature was used to construct a conceptual framework on professional learning and teachers’ identities; collaborative cultures and learning communities; leadership, power and school cultures. Drawing on a social interactionist epistemology, in each case study school, the views of about 10 teachers and the school principal and some students were collected through semi-structured interviews. The qualitative data were analysed thematically. Emergent findings suggest that collaborative cultures, predicated on helping students to engage enthusiastically with learning, sponsored by assertive school principals led to teachers developing a strong sense of community and positive identities through professional development. 相似文献
15.
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
16.
This study explores how two language teachers constructed and reconstructed their professional identities through their action research (AR) facilitated by university researchers in China. Informed by the theory of ‘community of practice’, the findings of the study show that AR exerted a transformative impact on the teachers’ identity development. Four distinctive routes of identity change were noted, namely their transformation from ‘fisherman’ to ‘fishing coach’, from ‘craftsman’ to ‘teacher researcher’, from ‘lonely fighter’ to ‘collaborator’, and from ‘housekeeper’ to ‘change agent’. Such change can be attributed to their engagement and practice in different communities of practice. However, the participants’ identity development also encountered some contextual obstacles, including the rigid school curriculum, lack of research knowledge, as well as the power dynamics between them and the researchers. Several implications can be drawn for teachers, teacher educators, and school leaders to help teachers construct a solid and robust professional identity in seeking their continuing professional development through AR. 相似文献
17.
This study examines the two kindergarten teachers’ shared professional identities in teamwork in an effort to clarify what constitutes their shared identities and how these identities affect the teachers’ professional practices and beliefs. The relational nature of identity maintains that individuals are not the only constructors of their identity, and the literature on teacher education emphasizes the importance of identity in teacher development. The in-depth analysis of the two kindergarten teachers’ narrative interviews revealed how the educators constructed their professional identities by intertwining the features of their context, feedback, and teaching. The findings indicate that the shared professional identities of the two early childhood teachers are developed and negotiated through four shared features: commitment, feedback, educational tasks, and professional agency. Together these four shared features shape the teachers’ professional roles and pedagogical practices—either by giving support to professional growth and empowerment or by having a decreasing effect on the teachers’ professional identity and agency in early childhood contexts. 相似文献
18.
The main aim of this research is to examine the basic features of student teachers’ professional beliefs about the teacher’s role in relation to teaching mainstream pupils and pupils with developmental disabilities. The starting assumption of this analysis is that teacher professional development is largely dependent upon teachers’ beliefs about various facets of their professional work. These concepts strongly influence the way that teachers teach and the way that they develop as teachers. The participants in the research are 314 student teachers at the Faculty of Teacher Education of the University of Zagreb who are being prepared to teach in lower grades of primary school. The beliefs were explored using a metaphor technique derived from cognitive theory of metaphor. The differences between beliefs about the perceived teacher role in general, and the perceived teacher role in the education of pupils with developmental disabilities were analysed. The results indicate that the dominant belief about the teacher’s role in teaching mainstream pupils is of the teacher as a transmitter of knowledge, while the findings regarding the dominant belief about the teacher’s role in teaching pupils with developmental difficulties appeared to be self-cantered orientation. No differences were found between student teachers at different study levels. The findings are discussed in the light of the curriculum of initial teacher education. 相似文献
19.
In this study, we explored the relationships between teachers’ self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers’ professional development years of teaching experience are hardly taken into account. Sixteen teachers with varying years of experience and subjects were interviewed. The results show different learning goals, related to communication and organisation, curriculum and instruction, innovation, responsibilities, and themselves as professional. Various relationships between learning goals and teaching experience emerged, which clearly reflect the development from early- to mid- and late-career teachers. Issues related to curriculum and instruction appeared to be learning goals for early- and mid-career teachers. This implies that regardless of increasing teaching expertise, curriculum and instruction remain central to teachers’ continuous learning. Late-career teachers were interested in learning about extra-curricular tasks and innovations. Models of professional life phases have been used to interpret these results. 相似文献
20.
Jamie Huff Sisson 《Teachers and Teaching》2016,22(6):670-682
Human agency is significant to the understanding of professional identities and actions. It is through human agency that individuals can become powerful in changing or authoring their own identities. Stemming from a larger narrative inquiry focused on understanding the professional identities of public preschool teachers, this paper draws on cultural models theory to explore identity, agency and professional practice through the lived stories of CeCe, an African-American public preschool teacher from the United States. Findings demonstrate the influence of CeCe’s lived experiences to her developing sense of human agency and highlight the importance of critical incidents and voice to identity and human agency. 相似文献