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1.
Altay Eren 《Cambridge Journal of Education》2015,45(2):149-166
The present study aimed to examine the relationships between prospective teachers’ career choice satisfaction, hope, and sense of personal responsibility, with the intention of exploring the mediating role of hope in the relationship between career choice satisfaction and sense of personal responsibility. A total of 563 prospective teachers voluntarily participated in the study. Results showed that the prospective teachers’ career choice satisfaction, hope, and sense of personal responsibility for student motivation, achievement, relationships with students, and teaching were positively and significantly related to each other. Results also showed that the mediating roles of hope in the relationships between career choice satisfaction and four aspects of personal responsibility were reasonably important. Overall, results of the present study suggest that the prospective teachers’ sense of personal responsibility should be considered together with their career choice satisfaction and hope during teacher education. 相似文献
2.
Factors influencing teaching choice,professional plans about teaching,and future time perspective: A mediational analysis 总被引：2，自引：0，他引：2
This study aimed to examine the mediating role of prospective English teachers’ future time perspectives in relation to their motivations for teaching, beliefs about the profession, career choice satisfaction, and professional plans. A total of 423 prospective English teachers voluntarily participated in the study. The mediating role of the future time perspective was investigated through correlation, regression, and structural modeling analyses. Results showed that the prospective teachers’ future time perspectives played a significant mediating role in relationships among planned effort, planned persistence, ability, intrinsic career value, making social contribution, and career choice satisfaction. 相似文献
3.
Altay Eren 《Asia-Pacific Journal of Teacher Education》2017,45(3):267-284
This study examined whether prospective teachers’ teaching-specific hopes significantly predicted their sense of personal responsibility. A total of 503 prospective teachers voluntarily participated in the study. Correlation and structural equation modelling analyses were conducted to examine the links between prospective teachers’ teaching-specific hopes and sense of personal responsibility. Results showed that the relationships between prospective teachers’ teaching-specific hopes and sense of personal responsibility were significant. Furthermore, the relationship between responsibility for teaching and hope for teaching was significantly more discernible than the relationships between responsibility for teaching and hopes for student achievement, student motivation, and relationships with students. Results also showed that, regardless of the effects of career choice satisfaction, prospective teachers’ teaching-specific hopes for student motivation, relationships with students, and teaching significantly and selectively predicted the diverse aspects of their sense of personal responsibility. Implications for teacher education and directions for further studies were also discussed in the study. 相似文献
4.
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
5.
教育情怀和教育智慧构成教师专业发展的分类模型,从而把教师区分为事业型、兴趣型、混世型和职业型四种。教育情怀、教育智慧和职业生涯建构起教师专业发展的生涯模型,反映出不同职业阶段的专业发展特征。在实践上,这两个模型能够为职前教师、在职教师和教师教育者提供有益的指导。 相似文献
6.
Donna Tangen 《International Journal of Inclusive Education》2017,21(1):63-72
Teacher education institutions play a key role in preparing pre-service teachers to graduate as competent and confident inclusive educators. Seeking to understand pre-service teachers’ current perceptions of diversity and inclusion, and how they perceived themselves as future inclusive educators, this qualitative study employed inductive analysis to explore pre-service teachers’ self-perceptions as inclusive teachers, utilising the theory of possible selves. Forty-six (n?=?46) of 292 pre-service teachers enrolled in an inclusive education subject in a graduate entry teacher education programme in eastern Australia participated in this study. Findings revealed that pre-service teachers had developed good theoretical understanding of inclusive education through their coursework. However, their development of possible selves as inclusive educators was less well-defined in that they had difficulty extending their understandings of who they might be as inclusive teachers beyond their coursework samples. This difficulty in identifying their cultural selves beyond a stereotypical norm of who a ‘classroom teacher’ is indicates a need for more and extensive time for pre-service teachers to develop their professional identities as inclusive educators. 相似文献
7.
This inquiry explored 68 pre-service perceptions and aspirations of Teaching Chinese as an International Language (TCIL) teachers by analysing the metaphors they used to describe themselves as teachers. The inquiry revealed that the participants used a variety of metaphors to project the images of themselves as pre-service TCIL teachers. The results also confirm that the participants’ use of metaphors, as powerful tools to understand the complexity of teaching, reflects the mediation of cultural, historical and sociopolitical conditions. These findings help teacher educators to support TCIL teachers’ professional development by engaging them in critical dialogues about the metaphors they use to perceive themselves as TCIL teachers. They also help teacher educators to adopt tailor-made pedagogical content to address their development needs. 相似文献
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9.
Julie Amador Abraham Wallin Paul Amador 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):273-292
A mentorship professional development model was provided to a group of educators at various stages in their career paths, ranging from pre-service teachers to in-service teachers to teacher leaders. We were interested in exploring how participants’ interactions during a book study influenced their perceptions of practice, with a specific aim at understanding what they noticed from these interactions and how they conceptualized their thoughts from the mentorship experience. Findings indicated that participants situated themselves with a receiver, neutral, or giver perspective, which influenced how they interacted with others. In the process, participants valued the security fostered from the relationships, generated new relationships with others with varying experiences, engaged in reflective practice, and considered exposure to other perspectives to be beneficial. 相似文献
10.
This article extends the literature on teachers’ career paths by attending to the experiences of educators when they were students in secondary classrooms. Grounded in the perspective that biography is central to teaching, we investigate undergraduate pre-service teachers’ educational experiences, views on teaching and learning, and professional plans. We draw upon life history interviews with 40 prospective teachers at three institutions across Pennsylvania, USA. We find that past educational experiences are intricately connected with career choice, intended professional path, and pedagogical focus. This paper identifies and discusses three forms of modeling – disciplinary, mentoring, and empowering – which influence pre-service teachers in powerful and enduring ways. These forms of modeling expand our understanding of teachers’ career intentions and apply the apprenticeship of observation to planned career paths. 相似文献
11.
The challenges facing those who seek to prepare mathematics teachers are well established in the literature. Most of the research to date has focused on the perceptions and understandings of pre-service teachers, but not on the perceptions and understandings of teacher educators. In this study, we explore how four teacher educators understand their pre-service secondary teachers as the pre-service teachers attempt to make sense of teaching through the investigation of a multimedia case study of practice. We found that the teacher educators adopted two different implementation strategies: one strategy tended to be open-ended and exploratory; the other was more focused on the teacher educators' goals of anticipating student understanding and developing mathematical content knowledge for teaching. We also found that, in using the case study, teacher educators elicited pre-service teachers' thinking about the complexities of the teacher's role in small group work, about the value of explicitly revealing the teacher's reflections on the lessons, about the role of planning and preparation, and about the limits of pre-service teachers' abilities to understand and appreciate students' thinking and to extend lesson ideas. Both teacher educators and their pre-service teachers gained perspectives on the role of a teacher's mathematical content knowledge. These results imply that multimedia case studies of practice can serve as vehicles for revealing the knowledge and practice of teacher educators, as they engage in supporting the professional development of pre-service teachers. 相似文献
12.
教育问责背景下教师的专业责任观 总被引：1，自引：0，他引：1
责任是专业的必要之维和教师专业道德的基本要素,承载着教师的道德承诺。基于责任的身份是教师专业身份建构的重要向度。教育问责是教师无可逃避的现实工作情境,影响着教师的价值理念和道德信念,挑战着教师的专业责任。在结构与能动性的张力相持中,问责压力下教师专业责任被赋予殊异的内涵,主要表现为三种样式:迷失、本真和撕裂。培植教师个人的道德信念、增强教师的道德能力、赋权予教师,是问责背景下提升教师专业责任的有效路径。 相似文献
13.
Informed by a multiple, integrated perspective on teacher motivations, this study explores ten student teachers' motivation change throughout a pre-service language teacher education program in China. Drawing on data from the participants' personal reflections, focus group interviews, and individual interviews, this study reveals how the participants' motivations were shaped and reshaped through their professional practice and social interactions in relation to their self-efficacy, outcome expectations, professional autonomy, and social support in their learning context. This study concludes with some implications for policy makers and teacher educators on how to cultivate and promote pre-service teachers' motivations and commitments towards teaching as a life-long career. 相似文献
14.
ABSTRACTIn this paper, we focus on questions around who we are as teacher educators as well as our responsibilities in helping pre-service teachers compose forward-looking stories as they prepare to begin teaching. We draw on the results of two studies in this paper: one a semi-structured interview study with 55 second- and third-year teachers in two Canadian provinces and one narrative inquiry into the experiences of early career teacher leavers. These studies showed how early career teachers’ stories to live by fuel their desires to become teachers. Teaching was a way to try to live out and sustain their stories to live by, that is, participants continued to live out their stories to live by shaped in early personal knowledge landscapes and embodied in their personal practical knowledge. We also learned that when teachers could not sustain their stories in the professional knowledge landscapes, their stories to live by shifted to stories to leave by, and they left teaching. 相似文献
15.
This paper results from research examining pre-service teacher development in relation to experiences of mentoring during the Professional Experience component of their programme. The paper focuses on the interplay between pre-service teachers’ personal aspirations for their own practice and identity and their perceptions of more socialized and formalized institutional requirements. The paper highlights the developmental potential of dialectical interactions between these ‘inside out’ and ‘outside in’ perspectives on pre-service teachers’ practice and identity, drawing on psychoanalytic theory in order to gain insights into this process by viewing the pre-service teachers wishes and aspirations for their practice and identities as manifestations of the Lacanian (‘inside out’) ideal ego; whilst the school culture and the mentor teachers’ (actual and anticipated) comments and judgements are read as representations of the (‘outside in’) ego ideal. The paper concludes with considerations of how universities and schools, pre-service teachers and mentors, might be encouraged to recognize the need for a sustained and open-ended dialectic between the ego ideal and the ideal ego in ways that might enrich the professional identities available to pre-service teachers. 相似文献
16.
Robyn Bentley-Williams Jennifer Morgan 《Asia-Pacific Journal of Teacher Education》2013,41(2):173-185
Today people from a wide range of socio-cultural backgrounds are entering the teaching profession. The changing profile of pre-service teachers prompted inquiry into personal and professional influences in understanding diversity and inclusive practices. Two teacher educators collaborated across Australian universities to explore reflexive practices in preparing pre-service teachers for their complex teaching roles in the twenty-first century. Modes of delivery were an on-campus Inclusive Education unit with situated learning opportunities in community settings and a fully online Inclusive Education unit. Findings revealed that reflexive learning was a key mediating strategy in expanding the participants' consciousness. Participants engaged in confronting assumptions, raising awareness of diverse learning needs and critiquing social justice principles and equity issues. By creating a supportive learning environment, teacher educators were able to shift pre-service teachers from mere acceptance of diversity to a commitment to ethical decision-making and quality inclusive education. 相似文献
17.
蒋菊 《辽宁师范大学学报(社会科学版)》2012,35(5):647-650
教师专业自主发展是一个有意识的、持续的、系统的过程,主要强调个体的、内在的专业化提高。专业自主是教师本人对专业发展的自主意识和主动性的凸显,是教师专业发展的创造性、多元性和差异性的体现,是使教师最终获得其专业的满足感和自豪感的驱动力。专家型教师始终对自己的专业发展保持着一种自觉的状态。专家型教师的特征,首先表现为具有强烈的专业发展意识,其专业发展的特征主要表现在：具备坚定的职业志向、不断挑战常规的勇气以及自主学习习惯的养成等。专家型教师专业发展的价值取向是：教师发展是学生成功的基石;专业自主是教师职业幸福的核心。 相似文献
18.
James Christopher Head 《Critical Studies in Education》2019,60(1):37-54
Following the trend of consequential accountability in US public education, New York City introduced a teacher evaluation program during the 2013–2014 school year that linked teachers’ individual performance ratings with their students’ exam scores. As this program systemically alters the nature of teacher–student relationships by transforming students into the means to an end (teachers’ professional viability), this study investigated the implementation of this accountability program from the point of view of the teachers – those who were the subject of this new policy. This study of 15 teachers’ narratives from 3 distinct schools illuminates a social-organizational process that I refer to as mediated institutional assault – a perceived attack on the teachers’ sense of personhood and moral agency perpetrated by mediating figures whose actions were facilitated by bureaucratic policies and institutionally coordinated tools of control. Thus, this study reveals that the consequence of this new mode of accountability is not merely the threat of losing one’s job, but also an insidious form of psychological assault, which in its masked delivery violates teachers’ sense of relational morality and challenges deeply engrained beliefs about their role as educators. 相似文献
19.
The present study investigated how pre-service teachers’ motivation and their sense of teaching efficacy influence their expectation about reality shock during the first year of professional teaching. A total of 533 pre-service teachers at a state university in the US Midwest participated in this study. The results showed that the pre-service teachers’ expectation of reality shock was negatively related to teacher efficacy and intrinsic motivation while it was positively related to introjected and external motivation. The results of a hierarchical regression analysis revealed that pre-service teachers’ sense of efficacy and introjected motivation were strong predictors of their expectation of reality shock, when gender difference was controlled for. There was an interaction effect between intrinsic motivation and teachers’ sense of efficacy in predicting the reality shock expectation. We discussed the educational implications for future research in an endeavour to reduce the reality shock among novice teachers. 相似文献
20.
Brooke Boback Eisenbach 《Clearing house (Menasha, Wis.)》2016,89(6):223-227
Caring relationships are a core component in effective classrooms, and safe learning environments. As such, it is important for pre-service teachers to reflect on their own perceptions and experience regarding care and care within the classroom if they are to build upon that knowledge and grow as caring educators. In addition, teacher educators can learn more about the developing theories of care that exist within college classrooms, and utilize this knowledge in working with pre-service teachers to understand the power of care and relationships between students and teachers. The purpose of this article is to examine pre-service teacher perceptions of “care” and caring relationships within the classroom. How do pre-service teachers define “care”, and how do their experiences align with their personal beliefs? More importantly, how do these perspectives shape their teacher identity? 相似文献