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1.
Research in teacher education repeatedly suggests that the background and underlying beliefs held by pre-service teachers about teaching and assessment act to shape their interpretations of ideas, powerfully influencing their praxis and their developing teacher identity. This paper explores how a young New Zealand secondary science teacher, raised and educated in Māori-medium and then English-medium New Zealand schools, develops his identity as a teacher as he navigates a range of educational contexts and experiences. His views on assessment provide a focus. The paper presents a case study drawn from a two-year longitudinal study, comprising a series of interviews with the teacher, as he transitioned from a university graduate to a qualified science teacher working in his first school. The complexity of teacher identity development is highlighted, particularly for teachers for whom cultural identity and indigenous world view is important. It suggests that beginning teachers need more time in their pre-service teacher education to reflect on the influence their formative educational experiences have on who they are becoming as a teacher. 相似文献
2.
Maria Poulou 《Teachers and Teaching》2013,19(6):555-574
In a context where the role of the teacher and teacher education are undergoing considerable change, the role of educational psychology in teacher preparation is discussed within a new framework. Educational psychology is now perceived as an inherent component within teacher training and professional development, having previously been an additional course and often considered irrelevant to teaching practice. The current paper discusses the relationship between educational psychology and teacher preparation. Educational psychology's contribution to teachers' professional development is delineated through the constructs of teachers' prior beliefs about teaching, reflective practice and self‐efficacy, while its contribution to the improvement of teacher–pupil interaction is viewed through the lenses of instruction theories, social and emotional learning, special educational needs and classroom management. It is argued that through a productive dialectic dialogue between educational psychology and education, educational psychology provides the knowledge defined by its field to be utilized by teachers, whereas at the same time, teachers gain a wider reconceptualization of their practice. 相似文献
3.
Scholars in recent years have studied the professional development of teachers, identifying stages or phases that teachers characteristically experience during their careers. Little research, however, has focused specifically on the professional development of teachers during early and mid-career (years 1–10), which is the aim of the present study. An understanding of such development is important for school administrators and teacher educators if they are to respond effectively to teachers’ professional needs and help them achieve their full potential as practitioners. Our study is based on interviews we conducted with 53 teachers who had graduated from a particular 5-year teacher education programme in western United States over a 10-year period. They taught students ages 5 through 13. Through analysis of the interviews, we identified six themes that, we argue, reveal a trajectory of professional development teachers experience as they become increasingly able practitioners. We explain how the themes are related to the concepts of teacher identity and teacher agency, and we suggest ways that administrators, inservice teacher educators, and policymakers can better support teachers during their early and mid-careers. The study adds a new dimension—that of a multifaceted trajectory—to current theory on teacher development. 相似文献
4.
This paper describes the support that Australian early career teachers are accessing through private groups within social media. It presents findings from 22 interviews with teachers who indicated that Facebook was a source of support. Participants describe using private online groups for: (a) support during casual employment; (b) accessing collegial support from pre-existing connections, in particular those formed during initial teacher education; and (c) support to deal with challenging situations such as a hostile work environment. The paper suggests that further research needs to be conducted into how private media groups might support the needs of early career teachers. 相似文献
5.
Marja-Terttu Tryggvason 《欧洲师范教育杂志》2012,35(3):289-303
The aim of the present study was to explore how Finnish university-based subject teacher educators perceived their professional identity. Several factors related to professional identity were analysed. Subject teacher educators are initially subject teachers who have proceeded to the doctorate level. They form a small academic group within a larger faculty milieu with only partial responsibility for a teacher education programme. The study is based on focus group interviews with 15 subject teacher educators at four of the eight universities that offer teacher education in Finland. The results reveal that these teacher educators have a strong and persistent self-ascribed identity of an educational nature. The close social interplay with other subject teacher educators within the faculty seems to contribute to a confident collective identity. However, the self-identity is not congruent with the other-ascribed identity, which varies depending on the other party’s institutional context. The subject teacher educators examined in this study wished to have research included to a higher extent in their identity as subject teacher educators. 相似文献
6.
教师教育的变革给地方师范大学发展带来了前所未有的挑战;《国家中长期教育改革和发展规划纲要》颁布及全国教育工作会议的召开,对教师教育提出了新的要求;我国研究生教育结构性调整,为地方师范大学发展提供了新的视角。笔者认为,地方师范大学将挑战与要求转化为发展动力,抓住难得发展机遇,提升教师教育人才培养层次,扩大教育硕士规模,坚持培养原则,创新培养保障措施,确保培养质量,是其充分发挥自身优势与突出办学特色,在激烈市场竞争中谋求长远发展的较佳选择。 相似文献
7.
Vasileios Symeonidis 《European Journal of Education》2019,54(3):400-412
The aim of this article is to examine the development and implementation of teacher competence frameworks in Hungary. Supported by European structural funds, Hungary introduced a teacher competence framework for initial teacher education in 2006 and another for the career promotion and appraisal of teachers in 2013. Employing the process tracing method, the article follows the evolution of teacher competence frameworks over time, based on a document analysis and expert interviews with policy officials and teacher educators. Findings show that the Hungarian teacher competence frameworks evolved as an outcome of a broader Europeanisation process in teacher education, on the one hand, and of internal political priorities, on the other. Strong political commitment was often linked to weak implementation capacities, so that dissatisfaction was created on the side of teachers. Depending on the way local actors use these frameworks, some perceive it as a way of limiting teacher autonomy, whilst others feel it promotes teacher professionalism. 相似文献
8.
Jane Courtney 《Compare》2017,47(6):891-907
AbstractThis research is based on a multi-disciplinary and multi-levelled analysis of evidence to present the case that education reform needs to be contextualised far more widely than is currently practised. It focuses on the voices of Cambodian local teacher trainers through interviews over a five-year period. Interview data is triangulated against academic sources, national policy documents and classroom observations. The research reveals how notions of globalisation and knowledge economy have led to education being driven by measurable outcomes resulting in simplified educational policies that have a negative impact on teacher development. By allowing the Khmer teacher trainers to articulate their opinions on a wide range of themes, the interviews provide evidence to support historical and cultural theories proposed by academics working in the social sciences in Cambodia. This approach identifies that a deeper contextual analysis should enable teacher development programmes to be more closely aligned to national contexts. 相似文献
9.
As the private education sector grows across the globe, private providers by extension are becoming significant employers of teachers. In India, more than 3 million teachers are employed in the private sector, contributing to meeting the rapidly expanding educational demands and learning needs of children. Teacher working conditions are crucial to ensure teacher retention and success within the education system. We use the 2011–2012, nationally representative employment data from India, to investigate private teacher working conditions. We conduct a series of regression analysis to account for the differences in demographic attributes of public and private teachers, differences in rural and urban growth of private schools and cross-state variations. We find that, compared to public school teachers, private school teachers experience less favorable monetary and non-monetary working conditions including less access to paid leaves, pension and health care. They also experience lower job security in terms of the existence of a contract and the length of contract period. Private school teachers also have a lower access to teacher unions and thus weaker collective bargaining to negotiate their working conditions. Private teachers are more frequently likely to seek additional work and alternate work. Some noteworthy differences in teacher demographics in rural and urban areas (urban teachers are more likely to be female, somewhat older, and more educated) notwithstanding, these patterns of public-private teacher working conditions are consistent across rural and urban location. We conclude with reflections on potential explanations for these results and suggest steps for future research. 相似文献
10.
Despite the frequent criticisms directed toward them, in-service teacher training (INSET) programmes remain one of the most
commonly used approaches for enhancing teachers’ professional development. This article reports on a study that examined the
effects of a part-time masters of education INSET programme based in Central China. The main source of data was reflective
papers written by 38 teacher participants; classroom observations and informal interviews also helped reveal the teachers’
perspectives on the programme. Whilst the programme was very popular, and had a variety of positive impacts on the teachers’
professional development, the programme paradigm involved several drawbacks. The results suggest that part-time INSET programmes
for rural teachers should be supplemented by various other forms of teacher development activities to meet the dual goals
of developing such programmes and providing professional development for teachers. 相似文献
11.
《International Journal of Educational Development》2002,22(3-4):397-410
This case study of the transformation of teacher education in post-apartheid South Africa is a reflection on the pressures and priorities that characterise curriculum design and development in a society undergoing rapid change. It focusses on the varied sources behind the process of curriculum transformation, indicating how an historically disadvantaged institution chose to redesign its model of teacher professional development to reflect a more progressive interpretation of the process of becoming a teacher. The influences impacting on the design of the teacher education curriculum emanate both from within the institution itself and from the wider external environment of changing educational policy which signalled a departure from apartheid traditions. This paper suggests that the process of transformation is characteristically messy, contradictory and complex. 相似文献
12.
Although research on teacher collaboration has proliferated in the last few decades, scant attention has been paid to the development of teacher collaboration in school contexts. Informed by the perspective of complexity theory, this study investigates the complex process of teacher collaboration through qualitative interviews in an English teaching research group (TRG) in a secondary school in China. The findings reveal three distinct stages in the development of teacher collaboration, labeled as ‘breaking the ice’, ‘everything is out of control’ and ‘learning how to collaborate through collaboration’. The study shows that teacher collaboration is an adaptive, complex system that evolves through internal self-organization and interaction with external stakeholders and systems, such as school management and university researchers. The study provides useful insights into the ways of facilitating and sustaining teachers’ collaborative practices to enhance school effectiveness and improvement in specific educational contexts. 相似文献
13.
Carrie R. Giboney Wall 《Teacher Development》2016,20(3):364-379
Preservice teachers enter programs with beliefs about teaching and learning, constructed from prior schooling experiences. This longitudinal study examines preservice teachers’ K–12 memories, their initial educational beliefs, and the changes in those beliefs over their teacher education program. Analysis of questionnaires, interviews, work samples, and observations from six preservice teachers collected over a two-year period revealed that they initially believed that students were similar to themselves, that teaching was simple and autonomous, that students perform uniformly within grade levels, and that teaching ensures learning. At program’s end, however, they believed that students differ from one another and from themselves, that teaching is complex, that classroom freedom has limits, that differentiation is essential, and that teaching does not ensure learning. The data suggested a common progression from initial idealism, to cognitive dissonance, to a search for an authentic teaching persona, and finally, to confidence in their new role as teacher. 相似文献
14.
May Britt Postholm 《欧洲师范教育杂志》2016,39(4):452-470
The article focuses on school-based development and how collaboration between teacher educators and leaders and teachers can promote development in teacher education, in school and in the collaboration site in school where both parties meet. The data were collected in Norway through qualitative interviews with groups of teachers and leaders at three schools, and with a group of teacher educators. With the Cultural Historical Activity Theory as the framework, central concepts within this theory have been key elements in the study. The findings reveal that collective collaborative learning is a positive form of enhancing the professional development of teachers and that both structure and culture should interact when fostering development in school. The study also shows that the development of teacher educators’ research competence can enhance development and learning both in teacher education and in school, and also improve the developmental transfer between these two arenas. 相似文献
15.
《Teaching and Teacher Education》2006,22(5):612-626
This article is a tribute to Graham Nuthall's contribution to classroom research from his early experimental studies through to his recent work on theory integration. It also explains the potential of the methodology, findings and theory building in our collaborative work to make a substantial positive difference for diverse students. The article explains the significance of, and need for, research linking learning to teaching processes (a scientific realist approach to putting ‘process’, socio-cultural context and theory building into a new process–product paradigm). Findings of student outcomes contrary to educational goals (for example, teaching designed to enhance appreciation of cultural differences triggering racist abuse) signal the importance of research that explains the impact of teaching on learner outcomes. The article also foreshadows the implications of the work that Graham and I did for teaching, teacher education, research and educational policy. The article concludes with Graham's view that the most important contribution his work would make, would be to initial teacher education. 相似文献
16.
Benton and Hoyt (1989) perform a service for educational psychology by obtaining empirical evidence about educational psychologists' reactions to changes in teacher education proposed by the Holmes Group and the Carnegie Commission. Their paper should serve to stimulate debate about the proper role of educational psychology in teacher education. In this paper, we challenge the empirical findings reported by Benton and Hoyt and suggest reasons why the findings may misrepresent educational psychologists' interest in teacher education. We argue that some of the Holmes and Carnegie recommendations contradict the emerging consensus among cognitive psychologists about the contextually bound nature of knowledge. Benton and Hoyt conceptualize educational psychology according to the traditional middleperson viewpoint and make recommendations with respect to educational psychology that presume this conceptualization. We counter that the middleperson viewpoint is being made obsolete by changes in psychology, and describe an alternative conception of educational psychology. This alternative conception leads to a set of alternative recommendations about the appropriate role of educational psychology in the reform of teacher education. 相似文献
17.
18.
Marianna Papastephanou Miranda Christou Zelia Gregoriou 《Globalisation, Societies & Education》2013,11(1):61-84
In this article, we set out from the challenge that globalising synchronisation – usually exemplified by Organization for Economic Cooperation and Development and World Bank initiatives – presents for education to argue that the time–space compression effected by globalisation must educationally be dealt with with caution, critical vigilance and a broadening of educational theoretical outlooks. We focus on the demands this raises upon the teacher as a researcher and a critical thinker and claim that meeting such demands presupposes some curricular enrichment of teacher education. We suggest two theoretical frameworks that can effect such enrichment and be made relevant to a critique of the globalising educational synchronisation, namely, the charge of developmentalism and the capabilities approach (Sen, Nussbaum) to equality. We conclude with some indications of the need for a reformulated notion of cosmopolitanism that should be contrasted with those globalising practices that often appear in cosmopolitan guise. 相似文献
19.
This paper outlines some of the reasons for the use of computer networking for teacher education and professional development, and discusses why networking can be used to support teacher education and development. A review of the literature suggests that among other reasons, networking is particularly conducive to teacher development because: (a) it helps break down teacher isolation and build a supportive learning community, (b) it serves as an agent of change, and (c) it helps disseminate educational materials and resources. The computer network recently developed specifically for secondary English teachers in Hong Kong, the TeleNex, is reported in this paper to highlight some of the factors that should be considered in the design and implementation of networks for teacher development. Preliminary observations suggest that these teachers are on their way to using this new technology to build and own their own electronic learning community. 相似文献
20.
Patricia A. Brieschke 《The Urban Review》1986,18(4):237-251
As managers of teachers, principals must cope with a variety of educational mistakes in their schools. These cumulative mistakes lead to a state of borderline competency in the teacher. From interviews with 30 elementary school principals in a large urban school system, interviews and observations of 19 borderline competent teachers, and review of principals' teacher evaluation records, five states of coping with teachers' educational mistakes emerged: (1) deployment-enlisting the teachers' colleagues to watch over him or her and report back to the principal on the teacher's behavior; (2) detente-bringing the troubled teacher within the society of peers and rallying forces to help solve his or her problems; (3) determination-deciding that the range of the teacher's deviations exceeds the boundaries of normative behavior and there is cause for dismissal; (4) evaluation-assigning an unsatisfactory efficiency rating with extensive documentation and recordkeeping for teachers who have been identified as borderline competent; and (5) formal dismissal-taking action to remove a teacher from the school. 相似文献