This paper reports early findings of a longitudinal research project on the experiences of beginning teachers in England. In the first phase of the study (2003–2004), data were generated via: (1) in‐depth, face to face interviews with 85 student teachers throughout England; and (2) self‐completion questionnaires, returned by 4,790 student teachers across a range of initial teacher preparation (ITP) routes. Through these methods the study set out to explore student teachers' accounts of their motivations for entering ITP, their preconceptions and expectations of teaching and ITP, and their early experiences as student teachers. A number of general themes were found to cut across all of these areas, and are presented here as core features of the experience of becoming a student teacher. These relate to the concept of teacher identity, the role of relationships, the notion of relevance, and the central presence of emotion.
Cette étude décrit les conclusions préliminaires d'une recherche continue sur les expériences de ceux qui sont en train de devenir professeurs d'école en Angleterre. En première phase de l'étude (2003–2004), les données ont été recueillies par: 1) des entretiens approfondis en tête‐à‐tête avec 85 professeurs stagiaires dans toute l'Angleterre; et 2) des questionnaires, remplis eux‐mêmes par 4,790 professeurs stagiaires sur un échantillon de préparations initiales de professeur (PIP). Avec ces méthodes l'étude avait pour but d'explorer les explications des professeurs stagiaires concernant leur motivation pour entrer dans la PIP, leurs idées reçues et leurs attentes de l'enseignement et de la PIP, ainsi que leurs expériences initiales de professeur stagiaire. On a trouvé un nombre de thèmes généraux à travers tous ces domaines, et ceux‐ci sont présentés ici comme caractéristiques fondamentales de l'expérience vécue de professeur stagiaire débutant. Ils sont relatifs aux concepts suivants : l'identité du professeur, le rôle des relations, la notion de pertinence et la présence capitale de l'émotion.
Este documento es un informe sobre los primeros resultados de un proyecto de investigación longitudinal sobre las experiencias de profesores principiantes en la Inglaterra. En la primera fase del estudio (2003–2004), los datos fueron obtenidos a partir de dos fuentes: minuciosas entrevistas cara a cara con 85 profesores en prácticas por toda Inglaterra y cuestionarios personales que fueron devueltos por 4,790 profesores en prácticas procedentes de distintas ramas de la ITP (preparación para profesores principiantes). A través de estos métodos, el estudio fue lanzado con el propósito de sondear las razones que motivaron a los profesores en prácticas a entrar en la ITP, sus preconcepciones y expectativas en cuanto a la ITP y a dar clase y sus primeras experiencias como profesores en prácticas. Estas áreas presentaron una serie de temas generales comunes que son presentados aquí como características centrales de la experiencia de convertirse en profesor en prácticas. Estas están relacionadas con el concepto de identidad del profesor, la importancia de las relaciones, la noción de relevancia, y el papel central de las emociones.
Dieses Referat berichtet über die ersten Ergebnisse eines langfristigen Forschungsprojektes, basierend auf Erfahrungen von Lehrern in England, die in den Beruf einsteigen. In der ersten Phase der Studie (2003–2004) wurden Daten gesammelt mittels: 1) ausführlicher, persönlicher Gespräche mit 85 auszubildenden Lehrern aus ganz England; und 2) selbstauszufüllender Fragebögen, die von 4,790 auszubildenden Lehrern aus verschiedenen Ausbildungsrichtungen zurückgesendet wurden. Die Studie hatte das Ziel, die Berichte der auszubildenden Lehrer zu untersuchen hinsichtlich ihrer Motivation, eine Ausbildung anzufangen, ihrer Erwartungen vom Unterrichten und von der Ausbildung, sowie ihrer ersten Erfahrungen als auszubildende Lehrer. Eine Anzahl von allgemeinen Themen wurden in allen diesen Bereichen festgestellt und sind hier als Kernmerkmale des Ausbildungsverfahrens dargestellt. Diese beziehen sich auf das Konzept der Lehreridentität, auf die Rolle von Beziehungen, auf die Idee der Relevanz, sowie auf die zentrale Präsenz von Emotionen. 相似文献
The purpose of this paper is to assess the effect of service values on the processing of word-of-mouth (WOM) information, and their impact on a complex belief in a high-involvement service context. Hypotheses are tested on survey data collected from 378 respondents facing a high-involvement service choice. The results suggest that two distinct information processing routes are active when consumers (here prospective students) evaluate complex beliefs. Furthermore, service values have distinct effects on the processing of WOM information. Self-oriented values foster more cognitive processing, whereas socially oriented values have the opposite effect. Considering the reasons as to why a service is needed (service values) should be a focus for marketers since they can be a powerful persuasion approach affecting the processing of WOM. This study contributes to earlier research on higher education marketing by incorporating service values into the pre-purchase phase of prospective students’ decision-making. 相似文献
This article is a report on a research project that collected detailed information on articles, book chapters, books, and so on, published by academics on the Chinese Internet between 1990 and early 2013. The findings of the meta-review of 20 years of Chinese Internet research, as gleaned from quantitative and qualitative analysis of the collected body of publications, are presented and discussed in this report. It engages with the conclusions drawn by previous meta-studies, and seeks to shed a critical, self-reflexive light onto the main discursive formations of their research field. The article concludes that there is still a lot of scope for growth in studies of the Internet in China and lists several of the identified research gaps. 相似文献
What influences how well-prepared student teachers feel towards working in schools upon completion of their initial teacher preparation (ITP)? In order to investigate this question, we used a path analysis using data from a longitudinal study investigating the experiences of trainee and early career phase teachers in England. The data were generated via self-complete questionnaires and follow-up telephone interviews with 1,322 trainees. Those on undergraduate or school-based programmes felt better prepared to work as teachers than one-year postgraduate trainees, perhaps because the former give higher ratings of the quality of assessment of, and feedback received on, teaching practice, and because of the clarity of theory-practice links in programmes. Across different kinds of ITP programme, good relationships with school-based mentors significantly boosted trainees' confidence that their ITP had effectively prepared them for teaching. Trainees' motives for entering the profession and their initial concerns about and expectations of ITP also affected their perceptions of its effectiveness, by shaping the way they experienced aspects of their courses. Implications of these findings for policy and practice in teacher preparation are discussed. 相似文献
This article examines cultural beliefs and values about disability in one Tanzanian community and the influence of those beliefs on a school for children with disabilities. The larger ethnographic study examined the role of beliefs in the community and the development of the school curriculum. This study used the models of disability as a framework for classifying and understanding the different belief systems present. The study was conducted in a rural community in Tanzania at a school for children with developmental disabilities. In this community, multiple models of disability were present, but the socio-cultural and pluralistic models were most prevalent. Beliefs centred about the causes of disability, God’s plan or role in the community, and a mixture of Christian, Muslim, and traditional beliefs. Participants saw the school staff as integral to influencing beliefs about disability in the community through their presence and outreach efforts. 相似文献
This study explores the role of school and university partnership teams in the professional development of physical education (PE) pre-service teachers (PSTs) during their one year Postgraduate Certificate in Education course in England. The paper focuses on the key influences and processes that impacted on PST subject knowledge development. An interpretive methodology informed by constructivist grounded theory [Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.] was adopted. This research highlights that the process of knowledge development in physical education teacher education (PETE) is socially constructed and complex. Much of the PSTs’ development was influenced by various communities of practice, particularly their school placements’ PE departments, but also their university-based learning community. Of these, the legitimised practices within the PE departments were found to be especially important to PSTs’ development. University-based learning was credited by PSTs with enhancing their holistic understanding of the learning process, developing those aspects of critical pedagogy that were under-developed in schools. This study identifies the capability of school/university partnerships to facilitate enhanced knowledge development in PETE. Taking into consideration the evolving nature of PETE within a political context that is progressively moving towards an entirely school-based model, an evidence-based debate over the manner and nature of the subject knowledge to be developed is needed. 相似文献
ABSTRACTIn Tanzania, many people are not aware of the concept of learning disabilities. Parents and teachers often do not realise that children who do poorly in school and do not have visible disabilities, could still have a disability that is causing their poor school performance. This paper presents the results of a research and service project to identify and support students with mild disabilities in an inclusive school in Tanzania during the three-year pilot process. An international NGO implemented a culturally-relevant, curriculum-based assessment for screening grade 1 students with potential delays or disabilities and provided Tier 2 interventions through small group lessons. In this three-year study, 413 students were screened, 108 students received Tier 2 services and six students received Tier 3 services. Students in Tier 2 received small group instruction in mathematics and literacy as a pull-out programme. Students in Tier 3 attended a special school for children with disabilities. Results showed that students who received Tier 2 intervention made statistically significant gains in their assessment scores after six and twelve months of services. This study demonstrated one successful assessment and intervention model in a typical Tanzanian school to support young children with disabilities to improve their academic outcomes. 相似文献
