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1.
Many countries experience a high percentage of teachers who leave the profession before retirement. Most of the explanations, such as teacher burnout, adopt a pathogenic point of view which perceives attrition as a negative work outcome. In contrast, the qualitative project that this article is based on, which characterizes the career decision-making processes of 34 Israeli teachers, adopts a salutogenic perspective. This view allows for approaching attrition as a career decision which reflects the meaning teachers attach to their work. Drawing on a model which identifies three orientations toward work (job, calling and career), this article describes career stories of teachers who left teaching in order to illustrate how their work orientation shaped their decision. 相似文献
2.
James Joseph Scheurich Douglas E. Foley 《International journal of qualitative studies in education》2013,26(2):101-102
Second‐career individuals are entering the teaching profession in greater numbers. These older, mature individuals bring diffent experiences to teaching than do younger, traditional preservice and beginning teachers. Lyle, a second‐career teacher, began his first year of teaching in a junior high school, a setting that did not allow him to teach in ways that he believed he should. This paper presents a record of Lyle's struggles as he negotiates the role of teaching and his relationships with students. The conclusions examine some factors that mitigated against Lyles’ smooth transition into the teaching profession and suggest that second‐career teachers such as Lyle may be disadvantaged by traditional teacher education programs, the pressures under which they accept teaching positions, and their sometimes distant perspective of teachers, teacher's work, and students. 相似文献
3.
The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession. 相似文献
4.
In urban school systems, the percentage of teachers that leave the profession is disproportionally high. Part of the driving force for this high rate of teacher turnover are alternative certification programmes, like Teach For America (TFA) which recruits teachers only for a short-term teaching commitment. This study contributes a novel perspective on these teachers’ decision to stay or exit the classroom after this two-year commitment by analysing extensive open-ended qualitative interviews with 30 TFA participants in Los Angeles. Within this sample, a majority enter the programme without viewing teaching as a long-term career option, though they are willing to extend their initial two-year teaching commitment for several years, though not much longer after that. Only a minority of these teachers entered TFA as a means of becoming long-term classroom teachers. No teachers changed their long-term career plans as a result of their participation in TFA. Implications are discussed. 相似文献
5.
Why teachers choose their career has been a popular topic of research in many contexts since the introduction of the FIT-Choice framework by Watt and Richardson in 2007 to study teacher motivations. Although altruistic motivations have been identified as the common driving factor behind preservice teachers' (PSTs') decision to enter the field, there are other motivational factors—such as teaching being a career that fits well with family commitments, or choosing teacher education as a ‘fallback’ option—that are widely reported in different contexts. The introduction of incentives for student teachers in certain subjects has been subject to media criticism in England as promoting ‘bursary tourism’. This study investigates the career entry motivations and teaching perceptions of PSTs from a university that is one of the key teacher education providers in the country, using the FIT-Choice framework. The paper discusses the findings (N = 115), including validation of the FIT-Choice scale, collecting data on 12 motivations and six perceptions, along with preliminary findings. It was identified that intrinsic career values were the highest rated motivation, followed by altruistic values such as the desire to make a social contribution and being a part of shaping the future of children and adolescents. Perceived abilities were also rated higher, while personal utility values and task returns— including monetary rewards—were rated very low. While the participants agreed that the job is professionally and emotionally demanding, it was promising to note that they were highly satisfied with their career choice, implicitly indicating their intention to continue in the teaching profession. Gender differences, along with field of study and training pathway differences in motivations and teaching perceptions are also discussed, with practical implications. 相似文献
6.
专业课程教师与大学生职业生涯规划关系研究 总被引：1，自引：0，他引：1
针对各高校开展的大学生职业生涯规划教育存在的专职师资缺乏、指导内容的专业性不强以及指导计划的短期性等问题．提出了专业课程教师的参与模式,对专业课程教师在大学生职业生涯各阶段的作用进行了准确界定．强调专业教学系统与专业课程教师地位与专业生涯规划的契合,为专业课程教师参与大学生职业生涯规划设计了有效的约束和激励机制。 相似文献
7.
National shortages of math and science teachers have led to a variety of strategies and programs to attract second career
professionals into teaching. This qualitative study explores the development of professional teaching identities in six STEM
career changers in a post-baccalaureate pre-service teacher credential program in California. Findings suggest the career
changers relied upon skills developed in their previous careers to navigate through a new profession; however, returning to
the life of a student again was difficult. Additionally, the career changers in this study valued interacting with their traditional
aged peers in the program as these relationships were beneficial to their own socialization into teaching as they developed
their teacher identities. 相似文献
8.
In New Zealand there is an increasing trend for people with prior occupational experiences to enter secondary teaching. At a time when the media is continually questioning the status and capability of the teaching profession, we explore what or who motivates people to change their occupational paths and enter the teaching profession. Our sample of 68 newly qualified change‐of‐career teachers reported multiple factors related to their decision to pursue teaching. The matrix of reasons involved a range of “push and pull” factors related to previous work and family experiences, values and task expectancies. Three cluster groups of teachers – “Looks Good”, “Time is Right” and “Teaching is Me” – were developed to illustrate the relative influence of different combinations of reasons. We looked at how these teachers' motivations and prior experiences impacted on early and long‐term career expectations and intentions. 相似文献
9.
For the last decade, international bodies have warned of a teacher shortage and sought to find ways of attracting more applicants to the profession. This article reports on a pilot study undertaken at one Australian university which asked why some applicants to preservice teaching courses had given up existing careers in order to become teachers. It then asked if their career change had been successful. Using open-ended questions and interviews, this paper recorded the view of 35 teachers who had been in teaching for 2–5?years. The findings suggest that reasons for selecting teaching as a second career are more complex and nuanced than existing research suggests, combining pragmatic, deeply personal and spiritual elements. It also found a significant connection between career change teachers’ satisfaction with their new occupation and the status of their occupation, indicating that further study of career change teachers’ experiences and personal beliefs is warranted. 相似文献
10.
John Trent 《The Australian Educational Researcher》2012,39(3):363-383
Debate over educational reform in many countries has addressed the question of how to attract and retain teachers. As part of a multiple case study that includes eight beginning English language teachers in Hong Kong, this paper offers an in-depth analysis of the experiences of two participants, Christine and Samuel, during their initial year of full time teaching in Hong Kong schools. The data, collected during an entire academic year, suggests that Christine used her experiences of becoming a teacher to justify and reaffirm her determination to pursue a career within English language teaching. In contrast, Samuel??s preliminary year of full-time teaching culminated in his decision to leave the teaching profession. A contribution of this study is to explore these very different experiences and outcomes using a framework of teacher identity construction. From this perspective, findings suggest that the participants?? engagement in the practices and activities of teaching, their relations with colleagues, and their positioning within different discourses of teaching and learning by their schools as well as by the wider educational environment, shaped their decisions about whether to continue to pursue a teaching career. Implications for attracting and retaining teachers, as well as for future research, are discussed. 相似文献
11.
Roger Brindley 《Teachers and Teaching》2013,19(5):577-594
In recent years teacher educators have witnessed an increase in the number of alternative pathways to university‐based teacher education for prospective teachers. One option is for second‐career teachers to enter post‐baccalaureate programs in education; however, the experiences of second‐career teachers are largely unexplored in the international literature. The purpose of this study was to investigate the teaching beliefs that post‐baccalaureate students brought into a graduate level teacher certification program, and the extent to which those beliefs persevered or changed during their first year of teaching. Written philosophy statements and semi‐structured interviews from the three participants were analyzed to identify emerging themes. Outcomes, presented in the form of vignettes, suggested that second‐career teachers experienced many of the same contextual pressures as baccalaureate teachers and struggled adapting to the teaching profession and implementing their stated teaching beliefs. Implications include continued research on second‐career teachers as they represent a distinct population entering the teaching profession. 相似文献
12.
Diana Dias 《European Journal of Psychology of Education - EJPE》2013,28(2):437-451
Students face significant pressures in their decision about their career plan. These pressures are simultaneously internal and external, personal and social, individual and from the reference group. The present paper aims at understanding the reasons driving students' choices, perceived needs, and aspirations. Moreover, it discusses the major influences/pressures of the student's choice and tries to understand how choice is affected by the students' socioeconomic and cultural background and other factors such as institutional reputation or “professional heritage.” The construction of the career plan is analyzed by applying a qualitative analysis methodology through content analysis of the freshmen discourses. The results point out the relevance of social status, intelligence, gender, competences, values, and interests of each person for the construction of his/her career plan. All these levels are highly influenced by self-esteem, which is closely related to the social value of career options and paths. The more central the variable self-esteem is, the less susceptible it will become to change other variables such as educational level, profession accessibility, or gender adequacy. 相似文献
13.
Eva Ponte 《Asia-Pacific Journal of Teacher Education》2012,40(1):43-53
This paper focuses on how understanding male gendered ways of experiencing the teaching profession might help us address the current shortage of male diversity in teaching. The study discusses the factors that may influence males to enter teaching and proposes the possibility of considering the participation of males in teaching as a way to contribute to education without essentialising notions of gender, but rather by acknowledging the gendered experience of becoming and being a teacher. An analysis of interviews with male teachers and teacher candidates indicates that the most salient aspect that drove the male participants into teaching is their desire to give back to the community and to promote social justice. The author thus proposes a set of guiding directions for how to begin the process of rethinking gender construction and attracting males into the teaching profession in a way that addresses gender balance and teaching quality. 相似文献
14.
Differences in attitudes toward the profession were determined among samples of teachers varying in CA and between teachers and students enrolled in teacher education programs. The students rated items reflecting “altruistic” and “pragmatic” needs met by teaching in terms of their importance in selecting teaching as a career and in terms of the way they perceived experienced teachers would rate them. The teachers rated the items in terms of their importance in their present teaching career and as they thought current students would rate them. The results indicated the absence of age differences in attitudes among the teacher samples. However both objective (self) and perceived intergroup differences in attitudes were found between the student and teacher samples. These results provide strong support for Neugarten's hypothesis that differences in the behavior and attitudes of adults reflect changes in social states rather than developmental differences and that the hypothesis can be generalized both to self and perceived intergroup differences in attitudes. 相似文献
15.
16.
通过问卷调查,了解到性别、教龄、学校类型、应对方式、社会支持等因子,对特殊教育教师职业认同水平造成显著差异.应根据特殊教育教师职业生涯的不同阶段特点开展教师教育;促进教师的职业认同;引导特殊教育教师采用积极的应对方式;增强对特殊教育教师的社会支持,以促进特殊教育教师队伍专业化的发展. 相似文献
17.
张烨琳 《四川教育学院学报》2009,25(12):6-8
如何正确给教师职业成熟定位,提高教师教学质量,一直是人们关心的问题。本文进一步探讨教师职业成熟的意义、标准及表现形式,旨在帮助人们重新认识和寻找促进教师职业成熟的途径和方法。 相似文献
18.
用问卷法对民办中学教师教育观念与教育方式的关系研究发现:民办中学教师在教育方式上性别、职称影响不显著,教龄显著影响放任的教育方式。高职称教师在个人教学效能感、总效能感中与低职称教师存在显著差异。各类型教师在学生观诸维度均没有出现显著的性别、职称、教龄差异。教育作用的认识和教学效能感对积极的教育方式有正面的预测功能,对消极的教育方式有负面的预测功能,对遗传和自然成熟作用的认识与此相反。 相似文献
19.
ABSTRACTThe racial mismatch between teachers and students has become a salient issue in efforts to counter the historical failure of children of Color in American (pre)schools. To address this mismatch, scholars have argued for the critical need to recruit and retain teachers of Color. In this article, we propose that to successfully prepare teachers of Color so that they remain committed to the profession, we must learn from their experiences during their preservice preparation and their first years of teaching. Against the backdrop of normative institutional discourses shaping teachers and teaching, we sought to learn from the ways in which six early career early childhood teachers of Color reconciled their preservice teacher education experiences, identities, and beliefs about education with the construction of their identities as teachers. To do so, we asked: How do the discursive spaces of early childhood teaching and teacher education shape the practices, beliefs, and identities of early childhood teachers of Color during their teacher education programs and within their three first years of teaching? Through Critical Narrative Analysis of in-depth interviews, we sought to unveil the discourses that shape and are shaped by the experiences of early career early childhood teachers of Color. Findings indicate that instead of being colonized by institutional discourses and oppressed by others' perceptions, to remain in the profession, these early career early childhood teachers challenged and appropriated institutional discourses, reauthoring them agentively. Implications underscore the responsibility of teacher education programs in preparing teachers of Color to negotiate the ever-so-normative discursive space of early childhood teaching and teacher education, if they are to enter and remain in the profession. 相似文献
20.
Isaac A. Friedman 《Teachers and Teaching》2016,22(5):625-648
The article focuses on investigating pre-service teachers’ expectations of their future teaching career, in particular concerning teacher–student interrelations. In an attempt to comprehend why people choose teaching as a professional career, a conceptual model titled ‘Teachers’ altruistic-narcissistic classroom expectations’ was designed and tested. The model puts forward for consideration the idea that pre-service teachers view their future relations with students as being based on four basic psychological foundations: genuine altruism, paternalistic altruism, benevolent narcissism, and genuine narcissism. A study to test for the validity of this model, using Facet Theory and smallest space analysis as the methodological approach is reported. One hundred and sixty student–teachers participated in the study. The findings provided evidence in support of the model’s validity. It is argued that altruism and narcissism conjointly may be regarded as factors motivating people to opt for teaching as a career, and that altruistic and narcissistic expectations can predict teachers’ classroom behavior. 相似文献