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1.
Eila Estola 《Scandinavian Journal of Educational Research》2013,57(2):181-203
This article examines how student teachers construct their teacher identities by using (auto)biographical stories. Teacher identity is seen as a narrative process and teaching as a certain kind of practice, in which hope is a significant part. The inquiry is based on 35 essays written by students. The analysis includes five different stages of reading. The students are aware of the moral roots of teachers' work, its joys and predicaments, and struggle to make sense of the different narratives they hear about teachers' work. Although student teachers consider hope as an important part of teaching, they at the same time 'apologise' for having such an 'unrealistic view'. The results prove that (auto)biographical stories are a powerful tool for making the moral dimensions of teachers' identities visible. The results also challenge teacher educators and administrators of education to support student teachers to keep up their prospects of hope. 相似文献
2.
Alan T. Rogerson 《International Journal of Science Education》2013,35(1):103-104
Previous research has highlighted challenges associated with embracing an inquiry approach to science teaching for primary teachers, often associating these challenges with insecurity linked to the lack of content knowledge. We argue that in order to understand the extent to which primary student teachers are able to embrace science teaching informed by scientific literacy for all, it is important to take into account various, sometimes competing, science teacher and primary teacher Discourses. The aim of this paper is to explore how such Discourses are constituted in the context of learning to teach during a 1-year university-based Post Graduate Certificate of Education course. The empirical data consist of semi-structured interviews with 11 student teachers. The analysis identifies 5 teacher Discourses and we argue that these can help us to better understand some of the tensions involved in becoming a primary teacher with a responsibility for teaching science: for example, in terms of the interplay between the student teachers' own educational biographies and institutionally sanctioned Discourses. One conclusion is that student teachers' willingness and ability to embrace a Discourse of science education, informed by the aim of scientific literacy for all, may be every bit as constrained by their experience of learning science through ‘traditional schooling’ as it is by their confidence with respect to their own subject knowledge. The 5 Discourses, with their complex interrelations, raise questions about which identity positions are available to students in the intersections of the Discourses and which identity positions teacher educators may seek to make available for their students. 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 mixed-methods case study examined the notebook entries of one class of 22 second graders as a way of examining how teacher identity shaped the way students experienced their science curriculum. These notebook entries were created during lessons with three different teachers over the course of one school year, using similar kit-based materials to teach science. The entries were coded for inquiry phase, percent missing or incomplete entries, and driving force (teacher-driven, student-driven, or balanced); chi-squared analyses revealed significant differences among the notebook entries created by the same students during lessons taught by each of the three teachers. Qualitative observations of each teachers' instruction around notebook use supported these quantitative differences, and suggested that the differences in curriculum as experienced by students could be attributed to differences in teacher identity, both who the teacher is and what they do in the classroom. These findings indicate that students' notebooks are useful tools for examining how teachers' identities might shape how elementary students experience science curriculum, and that they can be used to help structure more effective professional development plans for each teacher. 相似文献
5.
AbstractTeacher education programs in the US, recognizing the mismatch that exists in preschool provision between mostly white teachers and a very diverse intake of young children, have begun to explore ways of raising racial awareness among pre-service teachers, with the aim of improving non-white children’s classroom experiences and outcomes. This paper analyzes 60 critical memoirs written by students about their own awareness of their identity to demonstrate the intersectionality of teacher identity, and in particular the impact of social class, ethnicity, gender, sexuality and religion on the processes whereby white students acquire a successful white teacher identity. In doing so, it highlights the ways white pre-service teachers who hope to work with young children imagine or realize their whiteness as it intersects with other aspects of their identities. 相似文献
6.
《师资教育杂志》2012,38(2):219-236
Liberal studies is a new subject in the new senior secondary curriculum in Hong Kong. This study attempted to identify factors that shape liberal studies student teachers' decisions in lesson planning. Based on interview data and lesson plans developed by the student teachers, this article maintains that four factors interacted with the subject features of liberal studies to shape the student teachers' planning decisions, namely, teacher knowledge, curriculum requirements, materials and resources, and interaction with equal and more capable partners. This paper further looks into how teacher knowledge expresses itself at different stages of lesson planning. The findings suggest that to facilitate enquiry learning in students, liberal studies teachers need to adopt an enquiry stance in lesson planning. This paper argues that the limitations of liberal studies student teachers' content knowledge need to be addressed in teacher preparation programmes and suggests teacher networking as one way to strengthen novice liberal studies teachers' content preparation. The implications for teacher education are discussed. 相似文献
7.
Jennifer L. Cohen 《Teachers and Teaching》2013,19(2):79-93
Public debates about the role of teachers and teacher performance place teachers at the center of a range of national and local discourses. The notion of teacher professional identity, therefore, framed in a variety of ways, engages people across social contexts, whether as educators, parents, students, taxpayers, voters or consumers of news and popular media. These highly contested discourses about teachers' roles and responsibilities constitute an important context for research on teachers and teaching, as researchers and educators ask how changes to the teaching profession affect teacher professional identity. This article investigates the identity talk of three mid‐career teachers in an urban, public school in the USA, to better understand how the teachers used language to accomplish complex professional identities. Research approaches to teacher identity often focus on teacher narrative as a key tool in identity formation. The analysis presented here extends our understanding of language as a resource in teacher identity construction by using discourse analysis to investigate how speakers use implicit meaning to accomplish the role identity of teacher. The analytical lens draws on an interdisciplinary framework that combines a sociological approach to teacher as a role identity with an investigation of language as a cultural practice, grounded in the ethnography of communication. The analysis focuses on how teachers use specific discourse strategies – reported speech, mimicked speech, pronoun shifts, oppositional portraits, and juxtaposition of explicit claims – to construct implicit identity claims that, while they are not stated directly, are central to accomplishing teacher as a role identity. The analysis presented here focuses on the particular implicit role claim of teacher as collaborator. Findings show that, in their identity talk, the teachers strategically positioned themselves in relation to others and to institutional practices, actively negotiating competing discourses about teacher identity by engaging in a counter discourse emphasizing teachers' professional role as knowledge producers rather than information deliverers, collaborative, rather than isolated, and as agents of change engaged in critical analysis to plan action. Awareness of how these counter discourses operate in the teachers' conversation helps us better understand the cultural significance of identity talk as a site for the negotiation of the significances for the role identity of teacher. In addition, the notions of role identity and implicit identity claims offer an accessible way to talk about the complexity of teacher identity, which can be helpful for increasing awareness of the importance of teacher identity in teacher education and professional development, and in bringing teachers' voices more prominently into the debates over education. 相似文献
8.
Jeremy J. Lietz 《Psychology in the schools》1977,14(1):72-76
The association between office referrals and the ethnicity and sex of 20 grade 1-6 teachers and 567 (323 black, 130 white, and 114 Spanish surnamed) students was studied for two years. White teachers reported disproportionately more students and infractions, followed by Spanish surnamed and black teachers. The distribution and frequency of reported infractions were associated with teacher and student ingroup rates, rather than differential teacher x student cross-group rates: (a) i. e., disproportionately more male, then black students were reported and with greater frequency by teachers of each sex and ethnicity, respectively; however, (b) teachers' referral frequencies were moderately higher for own-ethnic and other-sex students. 相似文献
9.
The focus on identity in the field of teaching and learning continues to grow, especially when it concerns equitable outcomes for students. While most attention is placed on students' identities and increasingly those of teachers, lesser addressed are the identities of the teacher educators and researchers broaching the issue of identity. Additionally, identity research is not often linked to relationships between self, others, and transformative action. We recognize these as gaps to be addressed and offer critical positional praxis (CPP) as a response. CPP is the public manifestation of the insights gained through our sense of identity and reflexivity. More specifically, CPP is the actions (or inactions) that express who we are in response to an event in any given social context—especially oppressive ones. In this article, we draw from our own critical autoethnographies, as a context for putting CPP into practice in identity research. Our collective analysis of these critical autoethnographies revealed how our identity development was inseparable from the ways in which we have each resisted the politics of domestication. Our autoethnographies further point to the role of dissent as central to our experiences of becoming critical science teacher educators committed to equity, diversity, and anti-racism in education. We draw from this analysis to offer recommendations for how identity and positionality can move beyond theoretical constructs toward transformative personal and collective change in science education. 相似文献
10.
Abstract Research in teacher education is increasingly concerned with teachers' visions of education and their sense of calling, mission, and professional identity. Interviews with outstanding cooperating teachers focused on exploring their beliefs on teacher vision, and what makes a good teacher. The teachers were also asked to discuss their beliefs on whether vision—and the independence of spirit that a strong vision is thought to foster—is relevant in their work with student teachers. The teachers revealed a strong sense of why they teach and shared goals around several themes. They also maintained that reflection is key to developing a vision of education. Teacher education programs can support these teachers' views of quality education by developing conceptual frameworks that foster reflection and the development of a vision for education, particularly in the student teaching experience. 相似文献
11.
This grounded theory study was conducted to investigate how two veteran social studies teachers, one African American and one Japanese American, incorporated opportunities for students to explore their ethnicity while learning subject matter content. Four themes emerged that form the basis of a model that provides teachers with strategies for assisting students as they learn about their ethnic groups through existing subject matter curricula. These data, and teachers' reports of sustained student engagement when exploration of cultural heritage was incorporated into the curriculum, provide warrant for including instruction in ethnic identity exploration in teacher preparation programs. 相似文献
12.
Timothy Moss Sharon Pittaway 《International journal of qualitative studies in education》2013,26(8):1004-1018
This paper explores student identity construction through the narrative life history of one non-traditional student, engaged in teacher education in a non-traditional way – a fully online university degree course. The students within this course are all mature-aged. Most are female, and have already developed personal identities as partners, friends and mothers, as well as professional identities such as teacher aides. Adding the new identity of “student” to these already established roles has an impact on these participants’ actions, beliefs, experiences and hence on their identities. Further, the notion that they are now “pre-service teachers” forces students to consider their professional identity in new and sometimes uncomfortable ways. This paper explores the challenges for one student created by the need to negotiate this complexity. Through this exploration using narrative life history methods, the paper considers the implications of the experience of becoming a student and a teacher. 相似文献
13.
Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers 总被引：3，自引：0，他引：3
The importance of reflection in supporting the continued professional learning of preservice practitioners is well recognised. This study examines one aspect of the outcomes of preservice teachers' reflection: the development of their own self-image as a teacher. In making the transition from student to teacher, preservice teachers create their own professional identity. Their ability to articulate this identity is examined through a new construct, a “teachers' voice”. A teachers' voice, develops when preservice teachers interpret and reinterpret their experiences through the processes of reflection. A teachers' voice is articulated as part of the persons' self-image. The construct, a teachers' voice, was investigated by examining changes in preservice teachers' contributions in an online discussion forum. Two complementary approaches of content analysis were applied. Both methods revealed changes in preservice teachers' levels of engagement and showed that in the first semester of preservice teacher education, the majority of preservice teachers moved towards a more professional stance in their contributions. 相似文献
14.
Margareta Ekborg 《International Journal of Science Education》2013,35(14):1671-1694
This paper is about a longitudinal study to investigate how student‐teachers developed understanding of some key ecological concepts during a teacher education programme. Another aim was to interpret the student‐teachers' intentions in respect of the programme and to examine how these intentions influenced their learning. A group of students were followed through 2.5 years of a teacher education programme. The whole student group (n = 47–60) answered a questionnaire three times. Their understanding of scientific concepts, relevant to environmental education, was examined. Fourteen students were interviewed three times about a newspaper article discussing the use of surplus heat from a crematorium. The students were also asked about expectations of the teaching programme and of learning experiences from their science courses and from school practice. It is concluded that many of the student‐teachers did not develop the conceptual understanding necessary to be able to engage with the socio‐scientific issue presented to them. It also concludes that many of the student‐teachers approach the learning of science content from the perspective of their personal notions of the tasks of a primary schoolteacher, which is significantly different from the perspectives underpinning the curriculum and the intention of teacher educators. The connection between these two conclusions is discussed. 相似文献
15.
S. J. van der Wal-Maris D. Beijaard G. L. M. Schellings J. J. M. Geldens 《Teacher Development》2018,22(3):375-393
The present study identifies ways of how meaning-oriented learning is enhanced in academic primary teacher education, a new route to the teaching profession in the Netherlands. Meaning-oriented learners are generally described in the literature as being capable to regulate their own learning, to understand a topic thoroughly, to form their own opinion about it and to draw their own conclusions. Semi-structured interviews were held with both student teachers (n = 32) and educators (n = 18) who participated in this new route. Interviewees perceived common ways of enhancing meaning-oriented learning, such as encouraging students to structure, relate and critically process knowledge. Other ways are related to the development of students’ professional identity as an academic primary teacher in general, for example, through students’ reflection on the development of such an identity and their sharing of knowledge, not only with peers and educators, but also externally in publications, on a conference or on the Web. The present study indicates that the newly developed route to the teaching profession successfully contains elements that provoke meaning-oriented learning. The results of this study are useful for the (further) development of teacher education contexts in which the enhancement of meaning-oriented learning by student teachers is an important aim. 相似文献
16.
Joan I. Heller Kirsten R. Daehler Nicole Wong Mayumi Shinohara Luke W. Miratrix 《科学教学研究杂志》2012,49(3):333-362
To identify links among professional development, teacher knowledge, practice, and student achievement, researchers have called for study designs that allow causal inferences and that examine relationships among features of interventions and multiple outcomes. In a randomized experiment implemented in six states with over 270 elementary teachers and 7,000 students, this project compared three related but systematically varied teacher interventions—Teaching Cases, Looking at Student Work, and Metacognitive Analysis—along with no‐treatment controls. The three courses contained identical science content components, but differed in the ways they incorporated analysis of learner thinking and of teaching, making it possible to measure effects of these features on teacher and student outcomes. Interventions were delivered by staff developers trained to lead the teacher courses in their regions. Each course improved teachers' and students' scores on selected‐response science tests well beyond those of controls, and effects were maintained a year later. Student achievement also improved significantly for English language learners in both the study year and follow‐up, and treatment effects did not differ based on sex or race/ethnicity. However, only Teaching Cases and Looking at Student Work courses improved the accuracy and completeness of students' written justifications of test answers in the follow‐up, and only Teaching Cases had sustained effects on teachers' written justifications. Thus, the content component in common across the three courses had powerful effects on teachers' and students' ability to choose correct test answers, but their ability to explain why answers were correct only improved when the professional development incorporated analysis of student conceptual understandings and implications for instruction; metacognitive analysis of teachers' own learning did not improve student justifications either year. Findings suggest investing in professional development that integrates content learning with analysis of student learning and teaching rather than advanced content or teacher metacognition alone. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 333–362, 2012 相似文献
17.
Felicia M. Moore 《科学教学研究杂志》2008,45(6):684-710
The aim of this study was to understand the positional identity of three African American secondary science teachers. Positional identity was operationally defined in terms of race, ethnicity, economic status, gender, religion, and age. Positional identity was posited to inform why diverse teachers with differing knowledge and experiences in science exist. An analysis of the findings suggested that the teachers' positional identity was defined beyond race, ethnicity and gender. Although the three science teachers came from very similar social backgrounds and were members of the same racial/ethnic group (African American), their positionality manifested itself in different ways: meanings of their life experiences; orientations to professional development; and future career goals in science education. Thus they possessed multiple positional identities that intersected in various ways which resulted in them having different perceptions of the world and subjectivities as science teachers. Implications included addressing positional identity and the creation of professional development models that are framed around incorporating teacher identity in addition to furthering teachers' personal and professional advancement within science education. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 684–710, 2008 相似文献
18.
Becky Atkinson 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):98-121
A student teacher group's conversation about teacher clothing as reflective of certain kinds of reprehensible or desirable teacher identities provoked the writing of this article. I use a feminist poststructuralist analysis to explore the three categories of women teachers' dress suggested by the student teachers as signifiers of women teachers' subjectivities discursively produced within the contexts of schooling. The article also challenges the three categories as constructions produced by this student teacher group in their positionality as young, White, middle-class, heterosexual female novice teachers in the Southeast region of the United States. This inquiry highlights the limitations and constrictions of women teachers' institutionalized subjectivities and suggests ways in which these limitations and constrictions offer sites for resistance, specifically in relation to clothing choices that shape and reflect a feminine teacher body. 相似文献
19.
Shihkuan Hsu 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):307-318
Background Student teachers struggle with a wide range of problems because they are lacking professional knowledge, inexperienced in dealing with colleagues and students, and unfamiliar with school environments. It is essential for the survival of student teachers to establish supportive relationships for professional and personal help. Traditional support mechanisms for student teachers, such as cooperating teachers and university supervising teachers, often fail to provide the needed help. Analysing student teachers' help-seeking behaviour provides an avenue to explore the support they received. Purpose The study investigates how student teachers seek assistance. Using a Help-seeking behaviour questionnaire, student teachers' critical problems and their efforts to find assistance are examined. Sample The participants were 40 student teachers in a secondary education teacher certificate programme at a university in Taipei, Taiwan. The participants belonged to a class of about 100 student teachers who did their internships at local junior and senior high schools. The participants were teaching in eight subjects, and about two-thirds were female. Every student teacher was assigned a supervising teacher from the university and a cooperating teacher at the placement school. Design and methods The questionnaire asked the student teachers to pick a critical problem that they had encountered during the previous week. They were asked to describe the problem, whom they asked for help, how many times and through which communication channel the help was provided. The questionnaire was administered during March and May 2001. Critical problems were sorted into categories. Frequencies and percentages of the help-seeking instances were accumulated for different people and problem categories. Results Some student teachers requested help many times; others made a limited number of requests. The number of requests ranged from 1 to 38 per problem, with an average of 12 requests per problem. Among the requests for help (n = 935), only 2% were directed to university supervisors. The student teachers sought help from the cooperating teacher 15% of the time, and 41% of the time they asked student teacher peers for assistance. About 90% of the communication was face to face, 9% was by phone and 1% was by email. The largest number of requests dealt with problems of individual students (19%). The second and third largest problem categories were administration and policy issues (16%) and lack of spare time (15%). Conclusions Peer support should be cultivated in teacher training programmes because peer student teachers' help was most frequently sought. Cooperating teachers and university supervising teachers' communication with student teachers can be improved. Various ways of contacting student teachers can be encouraged, but face-to-face communication must still be supported. It is important to keep finding new ways to assess the effectiveness of student teacher support. The results of the Help-seeking behaviour questionnaire can be used to examine the impact of programmes to improve student teaching. 相似文献
20.
The presence of career change students in teacher education programs is neither new nor unusual. Despite this, there is a lack of research into the experiences of such people as student teachers. In this paper, the experiences of one career change student teacher, Michelle, and the ways in which she constructed her new professional identity as a student teacher, are examined. Using the theoretical framework of learning and identity within communities of practice developed by Lave and Wenger (1991) and the notion of career change student teachers as expert novices, Michelle's experiences are examined in detail to gain a greater understanding of how, as a career changer, she ‘became’ a student teacher. The research on which this paper is based found that as a career change student, Michelle needed to reconcile her various identities in order to construct her new professional identity in the context of teacher education. Findings were analysed and discussed with reference to Lave and Wenger’s (1991) framework of legitimate peripheral participation and Wenger’s (1998) communities of practice, and with recourse to the relevant literature. 相似文献