首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 312 毫秒
1.
ABSTRACT

The evolution of teachers’ identities in Australia highlights the struggles between state and civic over the control of schooling and also the contingent nature of the teacher identity itself. A genealogical analysis of this history makes visible these contingencies, but more importantly suggests that little reckoning has been afforded to teachers’ agency within these social struggles. This gap in understandings of teacher identity, as even potentially agentic, highlights the need for a more nuanced understanding of teachers and their transformative potential. In particular, it calls for a focus on teachers within elite private schools because these costly schools are highly influential as the aspirational model for schooling provision. If teachers’ agency in these neoliberalised spaces were possible, if they could be empowered in their stewardship of the educational enterprise, then their activation would be crucial in any wider reform effort.  相似文献   

2.
This article considers the professional work, identity and recruitment of head teachers (HTs) in Wales. Drawing on the sociology of professions, the article illustrates how intensive educational policy reform post‐2011 has restricted HTs’ professional agency and re‐orientated the head teacher role towards organisational professionalism. Drawing on semi‐structured interviews (n=30) with both head and deputy head teachers, the article argues that issues with the recruitment and retention of HTs in Wales can, in part, be explained by the promotion of managerial and technicist approaches to professional practice. This role reconfiguration is the result of myriad and, at times, overlapping accountability mechanisms. The article illustrates how these changes to HT professional roles and identity are more intense within a small education system where HTs had, traditionally, enjoyed an elite professional status. To ameliorate these issues, the article proposes policy initiatives which the Welsh Government could introduce to foster the agency of HTs within a revised professional framework for educational leadership in Wales.  相似文献   

3.
ABSTRACT

This research study focuses on the ways in which teachers’ professional identity is being shaped and influenced in ‘super-diverse’ school settings. For the purposes of this research, we used the Cyprus educational system as our case study to investigate how teachers experience the enactment of intercultural education at the school level. To this end, 20 interviews were carried out along with 11 female and 9 male teachers of 10 primary schools, which presented diverse profiles of their student populations. Research data revealed that teachers’ professional identity and its underpinning constructs such as emotions, job satisfaction, professional commitment, autonomy and confidence were constantly challenged and negotiated within the changing educational setting. Contextual and professional factors such as work intensification, lack of training and resources, lack of respect and negligence of teachers’ previous experiences, ideologies, values and beliefs were found to affect teachers’ identity and consequently intercultural policy enactment. Therefore, the case is made that the complexity of professional identity needs to be taken into account by policymakers because teachers are the ones who embrace, reinterpret and develop the curriculum. The way and degree to which teachers understand, adjust, perceive and enact on educational policies are affected by the extent to which these policies interact with and challenge existing identities.  相似文献   

4.
It is now more than 10 years after the publication of the monograph, The Activist Teaching Profession, which, at the time, could be described as a call to action for the teaching profession. I reflect here on how far has the profession progressed in responding to that call to action. The idea of a ‘call to action’ could be seen to born out of industrial rather than professional discourses: 10 years ago different factors were shaping teachers’ professional practice and identity and a call to action was a metaphor and a strategy to mobilize teachers. In this paper, I identify the factors that are still influencing and shaping the teaching profession and argue that different times require different responses and that current thinking and debates around teacher professionalism circulate around professional learning. In this paper, I argue that the time for an industrial approach to the teaching profession has passed. I make the case for systems, schools and teachers to be more research active with teachers’ practices validated and supported through research.  相似文献   

5.
Abstract

The interest in teachers’ discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers’ professional knowledge. This interest can be traced back to Shulman’s distinction between different kinds of teacher knowledge and Schwab’s interest in the role of practical reasoning and judgement in teaching. Within the research, a distinction can be found between a more narrow approach that focuses on teachers’ propositional or theoretical knowledge and a more encompassing approach in which teachers’ knowledge is not only the knowledge for teachers generated elsewhere, but also the knowledge of teachers. This is the ‘stock of knowledge’ gained from a range of sources and experiences, including teachers’ ongoing engagement with the practice of teaching itself. In this paper, we focus on the role of teachers’ talk in their achievement of agency. We explore how, in what way and to what extent such talk helps or hinders teachers in exerting control over and giving direction to their everyday practices, bearing in mind that such practices are not just the outcome of teachers’ judgements and actions, but are also shaped by the structures and cultures within which teachers work.  相似文献   

6.
Notes and news     
Abstract

This paper argues that two areas vital to the teaching profession's own development and to the development of its standing in society have been neglected in inservice education and training. The first, an understanding and development of the ‘public’ dimension of teaching, suggests that teachers have duties and concerns which transcend those of professionals in the private sector because the public domain is a necessary focus for the promotion of collective life as opposed to individual interests. The second, an appreciation of the ‘ecological’ context of teaching, locates its practice within wider political and social issues and deepens the teaching profession's understanding of itself The evidence of neglect of these areas is derived from questionnaire data drawn by the authors from primary and secondary schools on their inservice priorities.  相似文献   

7.
ABSTRACT

This mixed method research explores the contexts, purposes, forms, practices, and effects of school provided collaborative professional development (PD) as experienced by teachers working in primary and secondary schools in England and Shanghai. The research is part of a larger partnership pilot study by the University of Nottingham and Shanghai Normal University, which focused on opportunities for and experiences of participation in formally organized professional development, using as a point of departure the findings of the Teaching and Learning International Survey (TALIS) 2013 report of teachers’ perceptions of their professional development. Given the differences between the two jurisdictions in their PISA (Program for International Student Assessment) rankings, and between national cultures, teacher expectations and conditions of work, professional development purposes, forms and practices in schools might be expected to differ. The research found that there was a similar emphasis in both jurisdictions upon ‘functional’ rather than ‘attitudinal’ oriented professional development, but that teachers in Shanghai schools experienced more of the latter than those in the English schools studied. Such differences in the relative emphasis between the two jurisdictions upon the ‘attitudinal’, challenge the benefits of focusing collaborative professional development primarily upon the ‘functional’ in English schools.  相似文献   

8.
ABSTRACT

This study provides an account of seven Latina teachers’ select educational, professional, and personal experiences over the past 10 years as they completed a grow-your-own-teacher program, became licensed teachers, and established themselves in Latinx minority–majority public schools within their rural, mid-western community. More specifically, as a Latina researcher and participant observer, I sought to better understand the culturally and linguistically diverse (CLD) Latina teachers’ process-oriented engagement and conscientization over time. Far from being ‘ready-made’ conscientized teachers, in this work I discuss the ways CLD Latina teachers’ multiple and developing identities as bilingual learners, mothers, racialized minorities in schools, and educated professionals serve as both burdens and gifts in their engagement and processes of conscientization for teaching CLD students. Through the use of critical literatures, and life and professional story methodologies informed by Chicana feminist epistemologies, I sought to privilege Latina teachers’ narratives as well as uncover the mechanisms and experiences that proved most impactful for their development and sustainment within white normative educational spaces. Findings illustrate an emergence of racialized, identitarian resources among Latinas and implicate a nuanced, culturally contextualized, pedagogical approach to pre-/in-service CLD teacher professional development that engages participants in reflective storying, critical inquiry, and restorative community building.  相似文献   

9.
ABSTRACT

Much of the literature on science teaching suggests that elementary teachers lack relevant prior experiences with science. This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science – both in and out of schools – throughout their lives. Our work uses identity as a lens to examine the complexities of elementary teachers’ narrative accounts of their experiences with science over the course of their lives. Our findings identify components of teachers’ science-related experiences in order to lay the groundwork for making connections between teachers’ personal experiences and professional practice. This work demonstrates that teachers’ storied lives are important for educational researchers and teacher educators, as they reveal elements of teaching knowledge that may be productive and resourceful for refining teachers’ science practice.  相似文献   

10.
Background: In the past decade, educational settings worldwide have experienced a significant increase in the number of school-based teaching assistants (TAs). The deployment of these TAs has been accompanied by reports of confusion and uncertainty about their roles and responsibilities within schools. While the need to reframe the role and purpose of TAs is recognised, it remains unclear how this can be best achieved.

Purpose: The purpose of the study is to explore the ways in which one group of TAs deployed in Hong Kong schools construct their professional identities, to understand the constraints and enablements to these processes, and to consider how different stakeholders might be able to best support this identity work.

Sample: The primary participants in this study are nine English language teacher assistants employed at different schools across Hong Kong. Other participants include full-time English language teachers who have experience of working with one of these TAs, as well as students who attend English language classes in which these TAs participate.

Design and methods: A qualitative multiple case study approach is adopted. In-depth interviews with TAs, teachers and students are used to gain a contextualised interpretation of the primary participants’ experiences of constructing professional identities within schools. A multilevel, multidimensional theoretical framework, which considers identity construction as both a discursive and experiential accomplishment, is then used to understand the constraints and enablements TAs experience in constructing these identities.

Findings: Results indicate that TAs face challenges in constructing their professional identities at institutional, interpersonal and intrapersonal levels within Hong Kong schools. In addition, the TAs believe that exercising agency to contest their positionings within schools is often insufficient to place them on a trajectory towards become a teacher. The results also suggest that the identity conflicts TAs experience can lead some to question their decision to pursue a teaching career.

Conclusions: These results imply that in order to attract and retain TAs, educational authorities need to, first, problematise identity positions such as ‘TA’ and ‘teacher’ and then reconceptualise these identities in ways that allow for a multiplication of the identity positions potentially available to all stakeholders involved in teaching within Hong Kong schools.  相似文献   

11.
This article draws on Bourdieu’s field theory and related concepts of habitus and capitals, to explore policy implementation in relation to a particular case of teacher professional development in Queensland, Australia. This implementation process is described as an effect of the interplay between what is called the policy field and the field of teachers’ work. The policy field demonstrates intra‐field tensions between the federal Quality Teacher Programme (QTP) and a raft of state policies, particularly those associated with the Queensland meta‐policy, Queensland State Education 2010 (QSE2010). To investigate the effects of this complex policy ensemble, the article draws upon the experiences of principals and a group of teachers engaged in professional development across a cluster of six schools in south‐east Queensland, Australia. The specific focus is on the ‘Curriculum Board’, a cross‐school body created by the principals in the participating schools, and its mediated work in policy implementation and teacher learning. The article analyses the effects of the involvement of the principals in the creation of the board, the limiting impact of QTP requirements to involve consultants rather than support for teacher release, and the limited influence of the board on teacher learning and policy implementation in the individual schools. By doing so, the analysis shows the disjunctions between the logics of practice of the policy field and that of teachers’ work, and the ways in which the differing habitus of principals and teachers and teacher members of the board affected teacher learning and policy implementation. It is argued that effective implementation requires learning within and across fields, and more reflexive habitus of policy makers, principals and teachers.  相似文献   

12.
Abstract

This article reports on a two-year study of one principal’s professional learning practices in ‘Transform,’ a professional learning program in Edmonton Catholic Schools, Alberta, Canada. Transform was designed to be a bottom-up, morally-oriented professional learning approach in which principals and teachers worked as partners on critical, participatory action research projects. This article examines the research question ‘How are principals shifting from technically- to morally-oriented professional learning practices in their schools?’ and explores one theme – co-creating social spaces for risk-taking – to illustrate how principals shifted from being managers of teachers’ learning to being partners with teachers in researching and refining classroom practices.  相似文献   

13.
In this article we investigate the generative causes of variation in the professional identity of new teachers. Building on previous work that has shown a link between professional identity and socio-political context, we argue that the context experienced in late adolescence and early adulthood is particularly significant in shaping how beginning teachers think of themselves as teachers. This finding suggests that the linear response to neoliberal education reform described in much of the critical literature may be too simple to account for the range of ways teachers interact with the system. There is, therefore, a need for greater diversity in research approaches to work with the complexity of social systems in and around schools. To support this call for methodological diversity, we borrow the life story model of identity as a theoretical framework and use a computer-assisted phenomenographic analysis technique to find new ways into the research data.  相似文献   

14.
This paper argues the importance of moving beyond the state of affairs that makes victims either of children or of teachers by exploring the conditions of possibility for the idea of a victimless school. The argument is developed drawing data from a study being conducted by the authors into the impact of risk management on teacher work and identity in a number of Australian primary schools (McWilliam, Singh & Sachs, 2002 Managing Risk in Primary Schools: Teachers professional Identity and Work Practices, ARC Discovery Project Funded by the Australian Research Council). The argument put is that risk minimisation as a system of management and surveillance (including self-surveillance) is producing some effects (whether intended or not) that are counterproductive for teachers and, indeed, for children, the very group they are purported to protect. In order to counter the more pernicious effects of this logic, teachers need actively to engage in seeking ways to optimise child protection and staff protection simultaneously.  相似文献   

15.
Background: The population of Mauritius consists of 52% females and scientific literacy is seen to be of vital importance for all young people if they are to be sufficiently equipped to meet the challenges of a fast changing world. Previous research shows, however, that science is not popular among girls. This paper explores one of many reasons why few girls opt for science subjects after compulsory schooling.

Purpose: This study investigated the approaches to teaching in four science classrooms in Mauritius, with particular emphases on the preferences of girls as they learn science.

Sample: A total of 20 student interviews and 16 teacher interviews were conducted in four schools in Mauritius. The four mixed-faith schools comprised two all-girl schools (one state, one fee-paying), and two mixed-sex schools (one state, one fee-paying), within urban, suburban and rural situations.

Design and method: 80 non-participant lessons were observed, of which 60 were science lessons while the remaining 20 non-science lessons were in economics, accounts and commerce. Group interviews with five pupils in each of the four schools were conducted and 16 individual interviews with teachers in the four schools gave an insight into the pedagogic approaches used for the teaching and learning of science.

Results: Transmissive approaches to teaching, giving little opportunity for collaborative or activity-based learning, were found to be the most important factors in alienating the girls from science.

Conclusions: There need to be radical changes in approaches to teaching to retain young girls’ interest in the sciences.  相似文献   

16.
ABSTRACT

To examine different approaches to teacher autonomy in nation-states, three countries were selected for a comparative study: Estonia, Finland and Germany. The emphasis of the study lies on the subjective perceptions of upper secondary school teachers (n = 33 semi-structured interviews) regarding their curricular autonomy and experiences of being controlled by the system. The article discusses different concepts of teacher autonomy and agency theoretically and concludes that they are partly overlapping, but not the same. Agency can be understood as the realistic actualization of autonomy within the constraints of the teaching profession, while autonomy is, in theory, more liberating, focusing on self-directedness, capacity for autonomous action and freedom from control. The data analysis showed that the expectations of teachers as to the amount of desired autonomy varied greatly. While the Finnish teachers in the study perceived control over teachers’ work to be unnecessary, due to their high professionalism, the Estonian and German teachers did not advocate absence of control, instead preferring to ‘have complete freedom to choose within limits.’  相似文献   

17.
Professional discourse in education has been the focus of research conducted mostly with teachers and professional practitioners, but the work of students in the built environment has largely been ignored. This article presents an analysis of students’ visual discourse in the final professional year of a landscape architecture course in Brisbane, Australia. The study has a multi‐method design and includes drawings, interviews and documentary materials, but focuses on the drawings in this paper. Using the theory of Bernstein, the analysis considers student representations as inter‐relations between professional identity and discretionary space for legitimate knowledge formation in landscape planning. It shows a shift in how students persuade the teacher of their expanding views of this field. The discussion of this shift centres on the professional knowledge that students choose rather than need to learn. It points to the differences within a class that a teacher must address in curriculum design in a contemporary professional course.  相似文献   

18.
Abstract

When historians discuss the impact of examinations on elementary education in mid-Victorian England and Wales they typically focus on the Revised Code of 1862. The Revised Code is famous for instituting a policy of “payment-by-results” for teachers in state-supported voluntary schools. “Payment-by-results” made government grants to schools – and, by extension, for teachers’ salaries – contingent upon student attendance and pass rates in reading, writing and arithmetic. As this article emphasises, however, “payment-by-results” was not the first, or even the most significant, instance in which competitive examination was used by the state as an instrument for establishing the pedagogical fitness and salaries of teachers. Less often explored by historians is the formative role that state-mandated competitive examinations for teachers played in developing a professionally aspirant body of schoolteachers and, consequently, the schoolteachers’ later role in developing competitive examination as a broad-scale national accreditation apparatus. But while the use of competitive examinations came to shape modern British academic and professional life in fundamental ways, the strengthening effects that they had for certain occupations and institutions, such as physicians, civil servants and middle-class secondary schools, were in fact ultimately denied to state teachers and the elementary education sector generally. With the introduction of “payment-by-results” in 1862, competitive examinations were converted into an instrument that weakened rather than strengthened teachers’ professional identity and policy influence. This article explains how the nineteenth-century English state structured examinations and examination results to manipulate the professional status of teachers in order to suit state priorities during different stages of national development. This historical narrative is framed in reference to present-day examination-based reforms of teacher compensation systems such as performance-related-pay and value-added modelling.  相似文献   

19.
ABSTRACT

This paper problematises the concept of cultural competence in teacher professional learning arguing instead for opportunities to develop critical reflexivity in the ongoing construction of a pedagogical cultural identity. In the Aboriginal context within Australia, this research study demonstrates how attaining cultural knowledge, understandings and skills is most effective when professional learning is delivered by local Aboriginal cultural knowledge holders. This research study analyses the New South Wales Aboriginal Education Consultative Group Connecting to Country cultural immersion programme for local communities and schools. A mixed methods approach, analysing quantitative and qualitative data from questionnaires and interviews, highlights the significant impact this experience has on teachers in building relationships with local Aboriginal community members. Teachers reported learning new knowledge about local Aboriginal people, culture, history and issues that challenged their assumptions, personal and collective positioning and pedagogical approaches to teaching Aboriginal students. Implications from the study identify the significance of privileging Indigenous ways of knowing, being and doing in order to realise culturally responsive schooling and empower teachers as critically reflective change agents in their schools. It further identifies the need for significant human and financial investment so that all teachers can engage with this authentic and potentially transformative professional learning experience.  相似文献   

20.
ABSTRACT

Given that identity continually evolves within socio-cultural contexts of meaning, is there any perceived connectedness between place-based identity and the development of teacher identity? How might shifting personal and professional stories of experience influence teachers’ sense of place, whereby place is conceptualized through interconnected ways of living and working in time and place with others in early childhood contexts? In this ongoing Sydney-based project, six teachers working in prior-to-school (long day care) settings critically reflected on and represented their identity journeys across the professional experience. Using a new place-based framework for exploring identity development, teachers traced their encounters with the place(s), with multi-modal forms of representation and reflection supporting teachers’ re-examination of significant biography events and social-cultural locatedness. Using aesthetic ways of thinking and representing, this article provides insight into the place-based nature of early childhood teachers’ lives and work, illustrating the interwoven nature of teacher identity often formed “out of view”. Challenges associated with shifting personal and professional terrains are clarified, opening possibilities for renewal of pedagogies and transformation of identity understandings.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号