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1.
Teacher Education for Research‐based Practice in Expanded Roles: Finland's experience 总被引：3，自引：0，他引：3
Ian Westbury Sven‐Erik Hansén Ole Björkvist 《Scandinavian Journal of Educational Research》2013,57(5):475-485
Preparing teachers for a research‐based professionalism has been the central mission of teacher education in Finland since the mid‐1970s. More recently, as a result of such national policy developments as school‐based curriculum development and local decision‐making, the conception of teachers' work and professionalism has expanded. Drawing on experience within the teacher education programmes at the University of Helsinki and Åbo Akademi University, this paper discusses some of the programmatic issues that these developments have raised in class‐teacher, i.e. “elementary”, teacher education programmes. We focus in particular firstly on the research thesis that is a part of every teacher education programme in Finland, and the hallmark of the research‐based professional ideal; and, secondly on the emerging issues that derive from the need to incorporate the expanded understanding of the teacher's role within the curriculum of teacher education. 相似文献
2.
Understanding the interaction between internally constructed and externally imposed aspects of the teaching context may be the missing link between calls for school reform and teachers' interpretation and implementation of that reform. Although the context of the local school culture has a profound impact on teachers, there are other external forces that are specifically aimed at influencing teachers' pedagogical and curricular decisions. These externally imposed aspects of context include some of the existing tools of reform, such as national standards, mandated state core curricula, and related criterion‐referenced testing. However, little is known about how these reform tools impact teachers' thinking about science and science teaching or how teachers respond to such tools. This study examined the interactions between individual teachers' beliefs about teaching and learning science in elementary school and the tools of reform that are imposed upon them. Comparative case studies were conducted in which two elementary teachers' science instruction, teaching context, and related beliefs were examined, described, and analyzed. In this study, the teachers' fundamental beliefs about science and what it means to teach and learn science influenced their interpretations of the sometimes contradictory messages of reform as they are represented in the standards, mandated curriculum, and end‐of‐level tests. Suggestions about what these findings mean for needed aspects of teacher professional development are offered. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 396–423, 2007 相似文献
3.
Minjong Youn 《The Journal of educational research》2016,109(1):50-67
The author used the concepts of academic intensity and sense of responsibility to examine whether children with low school readiness may be moderated by the amount of exposure to learning activities and the attitudes that teachers hold toward these children. Analysis of the Early Childhood Longitudinal Study–Kindergarten Cohort revealed that children who experienced high levels of teachers' academic intensity and sense of responsibility displayed greater achievement growth than did their peers who did not receive this support. Furthermore, teachers' sense of responsibility moderated the association between school readiness and mathematics learning growth over the course of elementary school years, which contributed in reducing the learning growth gap engendered given low school readiness. Based on these findings the present study suggests a need for continuous support during the schooling years, as well as before the start of school, to compensate for a lower skill level at school entry. 相似文献
4.
Policy‐makers' conceptions of teacher professionalism currently differ markedly in England and Finland. In England they are shaped by agendas associated with the drive to raise standards and ‘commercialized professionalism’ whilst in Finland they are influenced by notions of ‘teacher empowerment’. This article analyses findings on the theme of teacher professionalism derived from re‐interviewing a sample of English and Finnish teachers in 2001 as a follow‐up to earlier ethnographic research in six schools in each country during 1994–1996. Issues of professionalism are addressed through three broad themes: the impact of curriculum and pedagogical reforms; working together to implement these reforms; and accountability and control. It is argued that in each country teachers' conceptions of their professionalism were undergoing reconstruction. These conceptions were shaped by past and present ideology, policy and practice and displayed multiple and situational dimensions. 相似文献
5.
Gillian Forrester 《International Studies in Sociology of Education》2013,23(2):133-151
This article examines the relationship between primary teachers' professional autonomy and the increasing managerial control over teachers' work. It considers how the education policies of successive Conservative and New Labour administrations in Britain have tightened central control over education undermining teacher discretion and directly impacting upon the labour process of the professionals concerned. The research was undertaken in an English primary school and data gathered in a variety of contexts including observations of the teachers in classrooms and the staff room, a governors/parents meeting, informal conversations and a series of semi-structured interviews with staff. The study explores how teachers make sense of the managerial culture in education, and how this is reconciled with their ideas about teaching and learning, and their professional interests and individual career aspirations. Structuration theory (Giddens, 1976, 1979, 1984) is used as a theoretical framework to explore whether there is conflict between teachers' professionalism and the new managerialism and examine how primary teachers make sense of this inextricable relationship. 相似文献
6.
Margareta Maria Thomson Bradley Gregory 《International Journal of Science Education》2013,35(11):1800-1823
This study unveils the stories of 3 public school elementary teachers from the USA who reflected on their beliefs about science education reform, and implementation of the reform in their classroom teaching, in response to state recommendations for change in science education. The teachers' stories show how various factors assisted or impeded the implementations of reform in their teaching, the various challenges related to their grade-level teaching, and the teachers' personal struggles to make sense of reform recommendations. Within each case study, we describe 4 common themes from the teachers' interviews. These themes are related to teachers' science teaching strategies, their science teaching efficacy beliefs about adopting reform, the types of science learning outcomes teachers target, and the types of teaching resources available to them. Implications for teacher education and practice are discussed in relationship with study findings. 相似文献
7.
Teacher sense of academic optimism is individual teachers' beliefs that they can teach effectively, their students can learn, and parents will support them so the teacher can press hard for learning. This new construct is grounded in the social cognitive and self-efficacy theories, social capital theory, work on school culture and climate and research on learned optimism. At the school level, collective academic optimism has been related to academic performance (Hoy, Tarter, & Woolfolk Hoy, 2006b). The analyses tested and supported the validity and reliability of the construct at the individual level with elementary school teachers in a confirmatory factor analysis using Structural Equation Modeling (SEM). 相似文献
8.
Curriculum making as professionalism-in-context: the cases of two elementary school teachers amidst curriculum change in Cyprus 总被引：1，自引：0，他引：1
ABSTRACTIn this paper, two case studies of elementary school teachers in the Republic of Cyprus are constructed to discuss how curriculum making relates to teacher biographies and sense of professionalism, as those are shaped at the intersection of their professional history and projections for the future, informed by and informing their constitution as professionals in local institutional and broader social contexts. Drawing on the ecological model of teacher agency, the two cases are utilised to examine how teachers’ narrated professional experiences in past and current schools were at interplay with their general sense of professional role and purpose as teachers. This complex interplay is simultaneously connected to the ways they perceived and constituted their pupils as well as to the ways they themselves were constituted by others as professionals. The examination of the two cases foregrounds the notions of teacher agency and of curriculum making as contingent, negotiated and negotiable, and opens up the space to consider the politics of both as those are permeated by micro-processes of subjection and subjectivation. 相似文献
9.
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
10.
This qualitative case study discusses teachers' emotions, in particular two elementary teachers in a school serving a high-poverty, high-minority population. Using Bronfenbrenner's ecological system framework, we examined how these teachers' internal psychological characteristics transact with external environments to produce emotions. Both teachers experienced unpleasant emotions such as disappointment and frustration in their daily work. However, instead of dwelling on the unpleasant emotions, they shifted their thinking to consider ways they could achieve more favorable outcomes. Our findings showed that these coping strategies were deeply connected to their individual psychological biographies, specifically their pedagogical beliefs and well-developed professional identity. 相似文献
11.
Sylvia Chong Jerome Rotgans Wai Mun Loh Mabelene Mak 《Educational Research and Evaluation》2013,19(3):231-244
The school and especially the school leader's perceptions of a teacher's efficacy have influence on aspects of teaching ratings and performance, and this may facilitate or hinder beginning teacher success. This study examines the school leaders' perceptions of their beginning teachers' efficacy. The study's scope of teacher efficacy is multidimensional to include the beginning teachers' Teaching Competencies, sense of Professionalism, and Professional Identity. Of interest is the interconnectedness of these variables that contribute to the school leaders' perception. A total of 256 school leaders responded to a survey on beginning teachers' efficacy. A hypothesized model was tested. According to the analysis, while Teaching Competencies and Professional Identity did not have a significant direct impact, they each did have a significant indirect effect on perceived efficacy. 相似文献
12.
Rahima C. Wade 《Equity & Excellence in Education》2013,46(2):156-165
This article focuses on 40 elementary school teachers' efforts to involve their students in social justice-oriented service-learning experiences and the struggles and support they encounter in doing so. The service-learning activities described here begin with student interest and initiative and focus on advocacy and concerted efforts to right unjust situations. With teacher support and guidance, students consider multiple perspectives and challenge the status quo. At times they accomplish their aims; in other cases, success is found in students learning valuable life lessons about the skills and long-term effort needed to effect change. Struggles with state mandates, required curriculum, colleagues, and parents are discussed, as well as the creative and subversive measures teachers use to address these challenges. 相似文献
13.
《The Journal of educational research》2012,105(1):47-53
Abstract In this study, the authors describe the efficacy beliefs of practicing elementary school teachers regarding character education. The Character Education Efficacy Belief Instrument, developed and validated by the authors, was completed by a sample of 254 elementary school teachers in a large midwestern suburban school district. The results suggest that elementary school teachers feel efficacious about most aspects of character education and that teachers who earned their undergraduate degrees from private, religiously affiliated universities have a greater sense of efficacy for character education. Further research into the nature and effectiveness of programs that exist in private, religiously affiliated institutions may suggest methods for developing teachers' abilities to provide character education in schools. 相似文献
14.
CHRISTOPHER DAY JOSE´ PACHECO MARIA ANNUNCAO FLORES MARK HADFIELD JOSE´ C. MORGADO 《欧洲师范教育杂志》2003,26(2):239-251
This paper reports research into the perceived effects of educational reform among secondary school teachers in England and Wales and Portugal. While the two countries have different education histories, as in most countries across the world teachers' lives and work are being affected by increased centralised interventions in the name of raising standards of achievement. In the case of England, interventions since the late 1980s have touched every facet of school government, curriculum and assessment, whereas in Portugal, this process did not begin until the late 1990s. The paper focuses upon teachers' experiences in these two communities, which are in different transition phases. By doing so it is possible, even within the different cultures, to identify common problems experienced by teachers within the reforms and their management which challenge existing identities, values and commitments and which are creating new forms of compliant professionalism. 相似文献
15.
Curriculum materials are crucial tools with which teachers engage students in science as inquiry. In order to use curriculum materials effectively, however, teachers must develop a robust capacity for pedagogical design, or the ability to mobilize a variety of personal and curricular resources to promote student learning. The purpose of this study was to develop a better understanding of the ways in which preservice elementary teachers mobilize and adapt existing science curriculum materials to plan inquiry‐oriented science lessons. Using quantitative methods, we investigated preservice teachers' curriculum design decision‐making and how their decisions influenced the inquiry orientations of their planned science lessons. Findings indicate that preservice elementary teachers were able to accurately assess how inquiry‐based existing curriculum materials are and to adapt them to make them more inquiry‐based. However, the inquiry orientations of their planned lessons were in large part determined by how inquiry‐oriented curriculum materials they used to plan their lessons were to begin with. These findings have important implications for the design of teacher education experiences that foster preservice elementary teachers' pedagogical design capacities for inquiry, as well as the development of inquiry‐based science curriculum materials that support preservice and beginning elementary teachers to engage in effective science teaching practice. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:820–839, 2010 相似文献
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17.
This study examined the nature of teachers' self-efficacy, differences between elementary and middle school teachers' self-efficacy and the implications for observed classroom quality. Teachers (N = 101; 61% female and 85% European American) completed a survey and 96 were observed teaching two different classes. The sample included 6th grade (n = 44) and 7th grade (n = 30) teachers from six middle schools and 5th grade teachers (n = 27) from twelve feeder elementary schools. Exploratory factor analysis indicated that teachers' self-efficacy for managing peer relations is a distinct dimension from teachers' self-efficacy for classroom management, instruction and student engagement. Teachers felt less efficacious about managing peer relations compared to classroom management and instruction. Further, middle school teachers reported lower self-efficacy for classroom management and managing peer relations compared to elementary school teachers. For elementary and middle school teachers, their self-efficacy for classroom management and for managing peer relations was associated with some aspects of observed classroom quality. 相似文献
18.
Christopher Day 《Teachers and Teaching》2013,19(3):421-434
In recent years, 'being the best' as a teacher has become less of a moral imperative based on a sense of integrity and trust, and more of a dictat from governments intent on imposing their performativity agendas on teachers in the name of raising standards. One consequence of the rise of the so-called school reform agenda is that there has been a demise of teacher renewal. Each of the papers in the present issue has addressed this paradox in one way or another. The present paper suggests that the models of teacher development adopted by policy-makers do not adequately address teachers' learning needs over a career or contribute to enhancing motivation and commitment essential to raising standards in the classroom. It concludes by suggesting that universities themselves have a moral commitment to develop further new kinds of sustained knowledge, creating roles with schools and teachers through which teachers' active professionalism will be enriched. 相似文献
19.
Experienced Teachers' Perspectives on Cultural and Social Class Diversity: Which Differences Matter?
This article reports on a pilot study that investigated the beliefs, values, and pedagogies of experienced high school teachers who worked with student populations of non-English speaking and economically disadvantaged immigrants or refugees in Australia. Qualitative research methods, including focus groups and in-depth individual interviews with teachers, produced data that were examined using Critical Discourse Analysis. Close reading of the teachers' comments suggests that there are a number of key discourses that teachers use to make sense of differences among culturally diverse and economically disadvantaged groups of students. Specifically, teachers distinguish between cultural groups on the basis of students' life experiences prior to arrival in Australia; students' collective and individual educational experiences; and the different social class positioning of students within the same ethnic group. In their comments, teachers at times categorised students in generalised and stereotypical ways but also were able to critique and reflect on their personal assumptions. An analysis of the teachers' reflections provides insights into how they made sense of “diversity” and how, as teachers, they try to work productively with ethnically diverse and economically disadvantaged students. 相似文献
20.
Linda Hargreaves Bev Hopper 《Early Years: An International Journal of Research and Development》2006,26(2):171-186
Using survey and interview data from the Teacher Status Project, this paper explores early years teachers' sense of status and compares it with primary and secondary teachers' perceived status. If, as Hoyle has suggested, working with children is an intractable barrier to enhanced status in the eyes of the public, early years teachers are faced with the greatest challenge. At the same time, their closer links with parents and community affords them more opportunity to enhance the esteem in which they are held through the way that they do their work. The data seem to support this view, but it is argued that whilst curriculum guidance, and the recognition of the Foundation Stage have enhanced these teachers' sense of status in the public eye, the effects of the ten‐year strategy could undermine this progress unless an emphasis is placed on the teaching, pedagogical element of their specialist expertise. 相似文献