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1.
Hyun-Woo Lim 《Teaching and Teacher Education》2011,27(6):969-981
This study utilizes a concept mapping method to explore the underlying structure and dimensionality of Korean student teachers’ autobiographical reflections on their professional identity formation. Participants consist of 90 students enrolled in bachelor’s and master’s degree programs in English teacher education. The study results imply core concepts (backgrounds for career pursuit, conceptualizations of a good English teacher/teaching, and confidence/aspirations) that constitute professional identity development of Korean EFL student teachers. Dimensionality analysis suggests that the impetus for guiding student teachers’ professional development is their knowledge and experiences related to teacher qualities and teaching practices. 相似文献
2.
This study investigates how graduating and early career teachers perceive resilient teachers. Informed by survey data from 200 graduating and early career teachers, the study’s results indicate that graduating and early career teachers perceive that resilience for teachers comprises characteristics that are multi-dimensional and overlapping, and that views of resilience may develop according to teachers’ career stage. To further conceptualise teacher resilience, four possible dimensions of teacher resilience (profession-related, emotional, motivational and social) are suggested and the aspects within these dimensions are described. Some implications of this view of teacher resilience for preservice teacher education and future research are discussed. 相似文献
3.
This research study explores teachers’ specific emotions and the reconstruction of teachers’ professional self-understanding during a comprehensive school reform initiative. Through interviews and archival material, this study seeks to examine teachers’ specific emotions during critical incidents that occurred during the period of reform and to explore the reconstruction of their professional self-understanding. The findings illustrate that the teachers experienced fear and intimidation when their professional self-understandings were challenged. However, with the support of a literacy coach and university faculty they reconstructed these self-understandings, leading to improvements in student achievement and their own instructional practices. These positive changes led to emotions of pride and excitement. The study provides recommendations for state and local school administrators and highlights implications for future research. 相似文献
4.
This study examined the effect of administrative support on teachers’ job satisfaction and intent to stay in teaching. The study employed a path analysis to the data of regular, full-time, public school teachers from the Schools and Staffing Survey teacher questionnaire. Administrative support was the most significant predictor of teachers’ job satisfaction, while teachers’ job satisfaction was the most significant predictor of teachers’ intent to stay in teaching. It was also confirmed that administrative support mediates the effect of teaching experience, student behavior, and teachers’ satisfaction with their salary on teachers’ job satisfaction and intent to stay in teaching. 相似文献
5.
Using a qualitative research approach, this article explores teachers’ roles in infants’ play and its changing nature in an infant group care setting. Three infant teachers in a child care center were followed over three months. Observations, interviews, ongoing conversations, emails, and reflective notes were used as data sources. Findings revealed that the teachers took on various roles: observer, play follower/play partner, facilitator, commentator/interpreter, play supporter, play leader, play interrupter, safety/conflict manager, multiple-responder, and multiple-role taker. The nature of the teachers’ roles developed and changed over time in relation to the infants’ rapid growth, group dynamics, and infant–teacher relationships. This study suggests that infant teachers’ practice is complex, changing, and developmental as the group care context is dynamic and multilayered. 相似文献
6.
This study surveyed a sample of 188 elementary teachers with respect to their preference for information regarding educational planning, in particular information captured with dynamic testing procedures. The influence of teachers’ experience and sense of efficacy on teachers’ preferences was also investigated. Results indicated teachers’ preferences for dynamically gathered information regarding children’s learning processes, next to standard information such as a diagnosis. Appreciation for dynamic testing information appeared to be relatively higher for those teachers with longer teaching experience, but not related to teachers’ sense of efficacy. Findings are discussed with regard to their implications for both diagnostic and teaching practices. 相似文献
7.
This study explores different perceptions of pre-service and beginning teachers’ professional identity in relation to their decisions to leave the profession. Teachers’ professional identity was further broken down into six factors: value, efficacy, commitment, emotions, knowledge and beliefs, and micropolitics. This study employed mixed-methods which included 84 participant surveys, and 27 interviews from four groups of participants at different stages of teaching. The findings of this study showed that pre-service teachers tended to have naïve and idealistic perceptions of teaching, and dropout teachers showed most emotional burnout. Implications for improvement of teacher education and retention of beginning teachers are discussed. 相似文献
8.
Geraldine Blomberg Kathleen Stürmer Tina Seidel 《Teaching and Teacher Education》2011,27(7):1131-1140
As critical component of teachers’ expertise, professional vision should be developed during teacher education. Professional vision draws on subject specific and generic knowledge, however, little is known about the knowledge interplay. This study systematically investigated pre-service teachers’ (n = 32 majoring in mathematics/science; n = 56 in social sciences/humanities) professional vision as elicited by videos of various subjects. Such a design allows studying the relevance of subject matter for professional vision. We found evidence for different professional visions among pre-service teachers majoring in different fields, indicating that—beyond knowledge acquisition—subject-specific socializations may result in distinct sets of shared beliefs and values. 相似文献
9.
This study investigated relations between preschoolers’ pretend play, examiner-rated adjustment, and teachers’ reports of educational and social adjustment in a large and racially diverse sample. Preschoolers (N = 171; Mage = 49.25 months, SD = 2.76; 89.5% non-White; 50.9% female) completed a standardized assessment of pretend play during a laboratory visit and teachers rated their academic and relational adjustment 3 months later. Interactive effects by child race were evaluated in light of prior suggestions that relations between children's creative expression and teacher-rated adjustment may vary by child race. There were no significant race differences in observers’ ratings of preschoolers’ pretend play, examiners’ ratings of child adjustment, or teachers’ ratings of child adjustment. Imaginative and expressive play features were positively related to examiners’ ratings of child ego-resilience for all children in the laboratory setting. However, child race moderated relations between these same play features and teachers’ ratings of preschooler adjustment in the classroom, even after child age, child IQ, family socioeconomic status, teacher–child racial congruence, teacher familiarity with the child, and child gender were held constant. Among Black preschoolers, imaginative and expressive pretend play features were associated with teachers’ ratings of less school preparedness, less peer acceptance, and more teacher–child conflict, whereas comparable levels of imagination and affect in pretend play were related to positive ratings on these same measures for non-Black children. These results suggest that teachers may ascribe differential meaning to child behaviors as a function of child race. Implications for child development, teacher training, and early education are discussed. 相似文献
10.
Achievement goals for teaching and teachers’ reference norms: Relations with instructional practices
This study is connected to recent research that introduced achievement goal theory as a framework for research on teacher motivation. We aimed at investigating teachers’ goals’ indirect effects on their instructional practices through their reference norms. Drawing on a sample of 206 teachers, structural equation modeling revealed that mastery orientation was connected to more adaptive forms of reference norms and instruction, whereas less adaptive patterns were recorded for ability-approach orientation, ability-avoidance orientation, and work avoidance. Thus, school should not only focus on the enhancement of students’ mastery goals but also on fostering teachers’ mastery goals. 相似文献
11.
This article describes the types of discourse seven high school teachers used during cooperative leaning. One classroom lesson where students worked in cooperating groups was audiotaped and fully transcribed for each teacher and a vignette of two of the teachers and one of the groups in his or her room are also provided. The data from the audiotapes showed that the teachers used a range of mediated-learning behaviours that included challenging students’ perspectives, asking cognitive and metacognitive questions, and scaffolding students’ learning. In turn, the students used many of the discourses they heard their teachers use in their interactions with each other. Follow-up interviews of teachers’ perceptions of cooperative learning as a pedagogical practice that had efficacy revealed that they believed it was important to structure the groups (i.e., tasks, composition), teach the appropriate social skills, and present tasks that encouraged students to think critically and reflectively about their learning. 相似文献
12.
Teacher education,graduates’ teaching commitment and entrance into the teaching profession 总被引：1，自引：0，他引：1
This study aimed to gain insight into the relationship between teacher education and graduating teachers (not) starting in the teaching profession (n=209). Predictor variables referred to teacher education, integration into teaching, and teaching commitment. To examine interrelationships between these variables, factors were also interlinked to test a theoretical model of graduates’ teaching commitment. Results reveal that graduates’ teaching commitment is strongly related to their entrance into the teaching profession. Furthermore, the perception of mentor teachers’ evaluative support is directly related to teaching commitment and other variables (e.g. faculty support, type of teacher training) are indirectly related through the mediation with graduates’ teacher efficacy and professional orientation. 相似文献
13.
14.
There is a growing expectation that schoolteachers should not only act as educators by delivering the national curriculum, but also be more involved as tier one mental health professionals. In this role they are expected to assume some responsibility in the early identification of children's mental health problems and to refer these children for appropriate support as required [NHS Health Advisory Service. (1995). Together we stand: The commissioning, role and management of child and adolescent mental health services. London, UK: HMSO]. In this paper, we examine teachers’ experiences in light of these expectations and in the context of greater inclusion. We undertook in-depth interviews, to explore teachers’ views on competency and training in mental health management. Our findings indicate a widespread perception that teachers feel inadequately prepared to manage pupils with mental health needs. The findings are discussed with reference to the changing role of the teacher, current education policy and teacher training. 相似文献
15.
Differences in teachers’ comments on classroom events as indicators of their professional development 总被引：1，自引：0，他引：1
This study aims at identifying indicators of schoolteachers’ professional development by learning teachers’ perceptual and thinking capabilities of classroom events as reflected in their comments. The analysis of comments produced by novice and expert teachers on videotaped lesson activities, based mainly on the grounded theory strategy, revealed that expert teachers are more sensitive towards certain instructional events and to general teaching strategy used by the model teacher than novice teachers. The findings of this study might be useful for promoting student teachers’ professional sensitivity towards relevant features of classroom instruction and atmosphere in pre-service teacher education programs. 相似文献
16.
Anitta Melasalmi Jukka Husu 《Early Years: An International Journal of Research and Development》2016,36(4):426-439
Drawing on the sociocultural view, shared knowledge is regarded as a basis for interdependent working and multi-professional learning in early childhood education. Shared professional knowledge can be seen as a central element in successful collaboration facilitating individual and collaborative professional learning. This study aims to investigate the content and implementation of shared professional knowledge in an early childhood context. Video-taped data were collected using a stimulated recall method from the two participating teachers. The results show that the content of shared professional knowledge was related to two areas in the teachers’ professional knowledge: professional self and professional tasks. In addition, the shared professional knowledge varied according to the teachers’ work contexts. This study offers new knowledge on early childhood education practices and teacher education, considering multi-professional collaboration, and shared learning. 相似文献
17.
Patsy Cooper 《Journal of Early Childhood Teacher Education》2013,34(4):293-296
ABSTRACTNew education reforms in Australia, and elsewhere in the world, are calling for degree-qualified early childhood teachers to work in prior to school contexts, including child care. Yet, emerging research indicates that the majority of early childhood graduates are averse to work in child care, with a career desire to work in other contexts – primary, kindergarten, preschool. This paper reports on a pilot study that focused on early childhood teacher preparation, with attention to child care professional experience. Interviews with early childhood teacher educators, including program coordinators, focused on the decision making processes about the child care professional experience. Discourse analysis located some of the competing and complex discursive considerations, illuminating the contingencies and tensions that face early childhood teacher educators. The imperatives on reflective thinking and decision making in complex early childhood teacher education landscapes are illuminated. These contingencies and tensions have implications for the workforce they are charged to prepare, as policy imperatives call for teachers prepared and willing to work in child care. 相似文献
18.
This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. We analysed the beliefs and behaviour of 18 teachers as described in their portfolios. In addition, each portfolio was independently assessed by two trained raters on eight content standards and the teachers’ classroom behaviour was assessed by their own students in a questionnaire (n=317). Linear multilevel analysis showed that part of the raters’ assessments of the teachers’ beliefs and their behaviour as described in their portfolios was significantly related to the students’ assessments of their teachers’ behaviour. Teachers with high raters’ assessments on the content standard about ‘choosing and arguing for teaching strategies that meet students’ knowledge, abilities and experience’ had significantly higher student assessments than teachers who were judged low on this standard. Implications of the results and suggestions for further research are discussed. 相似文献
19.
This paper is a report on contributions of a critical EFL (English as a Foreign Language) teacher education course to Iranian teachers’ professional identity reconstruction.2 Pre-course and post-course interviews with seven teachers, their reflective journals, class discussions, and the teacher educator’s reflective journals were analyzed as guided by grounded theory. Three major shifts were observed in their professional identities: from conformity to and romanticization of dominant ideologies to critical autonomy, from no orientation or an instrumentalist orientation to a critical/transformative orientation of teaching, and from a linguistic and technical view to an educational view of second language education. 相似文献
20.
Kari Smith 《Studies in Educational Evaluation》2011,37(1):55-61
A prerequisite for AfL to be successfully implemented in the classroom is the teachers’ assessment practice. In many contexts, including the Norwegian, AfL has not been successfully dealt with during initial teacher education, and there is a need for qualified teachers to engage in professional development in AfL.This article first discusses different perspectives of professional development, not all of which lead to change of attitudes and beliefs resulting in changed practice. Difficulties in implementing AfL beyond the individual teacher and reach the full teaching staff is presented through experiences from a Norwegian research and development project. The next project to be briefly discussed focuses on engaging teachers in developing their own criteria for good classroom assessment.Finally the paper proposes that a major obstacle to teachers’ professional development in AfL is the competence of teacher educators in AfL. Do those who are to guide and support professional development in schools hold the essential knowledge and competence themselves?The conclusive argument is that for AfL to be common assessment practice in schools there is a need for development processes at various levels of the education system. 相似文献