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David Wood Carey Watt Andrew Grainger Stephan Wassong Wray Vamplew Zinon Papakonstantinou 《国际体育史杂志》2013,30(15):2284-2310
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Researchers designed a study to investigate educators’ perceptions about whether teaching is a job or a profession. A survey was developed to investigate factors such as individual definitions of a job and a profession, years of experience teaching, grade level or category of education, and individual perceptions of a profession. The respondents were 401 upper-level undergraduate preservice teachers and graduate students who were professional educators. Data collected showed many aspects of individuals’ perceptions of teaching including control of teaching and working situations, ethics, and personal perceptions of being a professional. Based on the findings from the study, researchers concluded that educators believe teaching is a profession. 相似文献
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Yasemin Copur-Gencturk Anne Papakonstantinou 《Journal of Mathematics Teacher Education》2016,19(6):575-594
This study examines the effects of professional development on various aspects of teachers’ mathematics instruction. Using data collected between 2005 and 2009, we examined the extent to which the instructional practices of 49 US high school teachers who participated in content-based, sustained professional development changed over time. We found that changes in several aspects of their instructional practices followed somewhat different patterns. Teachers made statistically significant and steady changes in mathematical discourse, instructional clarity, and the development of students’ mathematical habit of mind, but not in student interactions or in the use of multiple representations. 相似文献
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