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1.
Public debates about the role of teachers and teacher performance place teachers at the center of a range of national and local discourses. The notion of teacher professional identity, therefore, framed in a variety of ways, engages people across social contexts, whether as educators, parents, students, taxpayers, voters or consumers of news and popular media. These highly contested discourses about teachers' roles and responsibilities constitute an important context for research on teachers and teaching, as researchers and educators ask how changes to the teaching profession affect teacher professional identity. This article investigates the identity talk of three mid‐career teachers in an urban, public school in the USA, to better understand how the teachers used language to accomplish complex professional identities. Research approaches to teacher identity often focus on teacher narrative as a key tool in identity formation. The analysis presented here extends our understanding of language as a resource in teacher identity construction by using discourse analysis to investigate how speakers use implicit meaning to accomplish the role identity of teacher. The analytical lens draws on an interdisciplinary framework that combines a sociological approach to teacher as a role identity with an investigation of language as a cultural practice, grounded in the ethnography of communication. The analysis focuses on how teachers use specific discourse strategies – reported speech, mimicked speech, pronoun shifts, oppositional portraits, and juxtaposition of explicit claims – to construct implicit identity claims that, while they are not stated directly, are central to accomplishing teacher as a role identity. The analysis presented here focuses on the particular implicit role claim of teacher as collaborator. Findings show that, in their identity talk, the teachers strategically positioned themselves in relation to others and to institutional practices, actively negotiating competing discourses about teacher identity by engaging in a counter discourse emphasizing teachers' professional role as knowledge producers rather than information deliverers, collaborative, rather than isolated, and as agents of change engaged in critical analysis to plan action. Awareness of how these counter discourses operate in the teachers' conversation helps us better understand the cultural significance of identity talk as a site for the negotiation of the significances for the role identity of teacher. In addition, the notions of role identity and implicit identity claims offer an accessible way to talk about the complexity of teacher identity, which can be helpful for increasing awareness of the importance of teacher identity in teacher education and professional development, and in bringing teachers' voices more prominently into the debates over education.  相似文献   

2.
Discursive insights into early childhood teacher views of parenting in a Chinese context is the focus of this paper. A critical discourse analysis was conducted on teachers' professional accounts captured on an online discussion forum uncovering how parenting and the role of parents in children's education were represented. Emphasized in the analysis is the importance of situating teacher discourse within the context of ‘glocalization’, acknowledging the influence of Confucian ideology on their professional stance, and recognizing the position of Western approaches in early childhood education. The findings reveal a tenuous place for teacher-parent partnerships in teachers' dialogic space and practice.  相似文献   

3.
In this article, we focus on the contributions that a simulated jury-based activity might have for pre-service teachers, especially for their active participation and learning in teacher education. We observed a teacher educator using a series of simulated juries as teaching resources to help pre-service teachers develop their pedagogical knowledge and their argumentation abilities in a physics teacher methods course. For the purposes of this article, we have selected one simulated jury-based activity, comprising two opposed groups of pre-service teachers that presented aspects that hinder the teachers' development of professional knowledge (against group) and aspects that allow this development (favor group). After the groups’ presentations, a group of judges was formed to evaluate the discussion. We applied a multi-level method for discourse analysis and the results showed that (1) the simulated jury afforded the pre-service teachers to position themselves as active knowledge producers; (2) the teacher acted as ‘animator' of the pre-service teachers' actions, showing responsiveness to the emergence of circumstantial teaching and learning opportunities and (3) the simulated jury culminated in the judges’ identification of the pattern ‘concrete/obstacles–ideological/possibilities' in the groups’ responses, which was elaborated by the teacher for the whole class. Implications from this study include using simulated juries for teaching and learning and for the development of the pre-service teachers’ argumentative abilities. The potential of simulated juries to improve teaching and learning needs to be further explored in order to inform the uses and reflections of this resource in science education.  相似文献   

4.
In the practice of teacher education, most would agree that critical reflection in and on the process of learning to teach and the activities of teaching play a central role in teachers' professional development. Using Vygotskian sociocultural theory, we examine how narrative inquiry functions as a culturally developed tool that mediates teachers' professional development. We analyzed narratives written by three teachers of English as a second/foreign language set in three different instructional contexts. Our analysis suggests an interwoven connection between emotion and cognition, which drove these teachers to search for mediational tools to help them externalize their experiences. The activity of engaging in narrative inquiry created a mediational space where teachers were able to draw upon various resources, such as private journals, peers and ‘expert’ or theoretical knowledge, that allow them to reconceptualize and reinternalize new understandings of themselves as teachers and their teaching activities. The intersection of experiential and ‘expert’ knowledge provided a discourse through which these teachers named experiences and constructed a basis upon which they grounded their transformed understandings of themselves as teachers and their teaching. Depending on where these teachers were in their professional development when they wrote their narratives, we uncovered evidence of idealized conceptions of teaching with commitment to action as well as the transformation of teachers' material activities. Implications for the role teachers' narrative inquiry may play in teacher education programs are provided.  相似文献   

5.
The purpose of this teacher action research was twofold: to learn more about preservice teachers' preconceived notions related to listening and to investigate how a listening journal assignment impacted preservice teachers' views of listening as an important aspect of discourse. The participants were enrolled in a mathematics methods course for PreK–3 (early childhood) majors during their last semester of coursework prior to student teaching. Data in the form of final reflections from participants' listening journals and researchers' field notes were analyzed. Findings suggest that the preservice teachers entered the course without truly considering listening as an important component of teaching methods related to facilitating classroom discourse. The listening journal assignment helped them begin to think more deeply about listening and the different definitions and modes of listening; however, at the end of the semester, many still wrote about their own personal journeys with listening and not about the role of listening as a key element in promoting classroom discourse and learning.  相似文献   

6.
In this cross-case study we focus on school-based teacher education in Sweden and Finland. Through the use of focus-group interviews with mathematics teacher educators in Finland and Sweden, the study shows that there are substantial differences in how school-based teacher education is introduced and portrayed in the discourse about teacher education and prospective teachers' learning. The school-based teacher education among the Finnish groups is made relevant in relation to several aspects of prospective teachers' learning. In the Swedish groups, school-based teacher education is portrayed as an organizational problem and few aspects of prospective teachers' learning are brought into the discourse. The results cannot be generalized to the two countries but show interesting conceptualizations of school-based education potentially useful for teacher educators and scholars.  相似文献   

7.
教师知识的来源、生成方式,决定了教师实践知识在教学实践中发挥着独特作用;具体的教育教学情境是教师实践知识生成的基础;教师教学经验是教师实践知识的主要来源;教学反思、问题解决是促进教师实践知识生成的主要途径。澄清这四个方面的观点,一方面寄希于在教师实践知识研究领域能达成一定的话语共识,另一方面对教学实践中的教师实践知识的生成、更新也具有一定启发作用。  相似文献   

8.
Although research has come to recognize the importance of studying classroom-based student–teacher discourse in science, the emphasis remains largely on teachers' abilities to ask questions and provide students with feedback, or on students' abilities to ask questions or engage in argumentative discourse. Consequently, little research has focused on the discourse elements relating to teacher–student discourse interactions. In this article, we argue for a shift of research attention toward describing what the teacher is responding to (Identification of student inquiry), the process of deciding how to respond (Interpretation—Evaluation of student inquiry), and how the teacher is responding (Response to student inquiry). We propose a new methodological approach for studying teacher discourse, which involves a framework we developed while analyzing 1,385 minutes of fifth grade, whole-class science conversations covering a 2-year period and facilitated by an experienced science teacher. Then, as a case in point, we applied our framework to the teacher discourse data of the study, aiming to show that the framework can be a useful tool for examining how a teacher supports students' inquiry.  相似文献   

9.
《师资教育杂志》2012,38(3):197-217

Today, isolated practice is regarded by most educators, administrators and policymakers as an inadequate way of performing teachers' work. Most teachers and teacher educators embrace the current dominant discourse on the virtues of teacher collaboration, but these beliefs do not always materialize in the way programs of initial teacher education are organized and in the way student teachers experience their practice training. This paper examines this contradiction by analyzing the network structure and contents of teachers' professional interactions with student teachers and among themselves in two secondary-school English departments. The data show that despite the formal arrangements and the discourses favoring collaborative practice, the student teachers within the two departments were socialized into professional cultures that framed their views of themselves and of teaching in essentially isolated ways. The paper discusses implications of these results for studies of collaborative cultures in teaching and for the training of beginning teachers.  相似文献   

10.
There is a profound for more effective schools, especially within resource-poor communities in low- and middle-income countries. A wide range of literature identifies teachers as the most critical component of schools in regards to student learning. Despite this, there is a dearth of literature on how teachers' experiences influence their ability to attend school, remain in the teaching profession, and provide high quality teaching within the classroom. This study presents a theoretical framework for understanding the role of teachers' lives in context (skills, knowledge, and attitudes; poverty and health; contextual supports/barriers to teaching) in influencing teacher effectiveness. This framework builds upon Tseng and Seidman's (2007) systems framework for understanding youth social settings in order to incorporate teachers' lives into a larger model of educational effectiveness. This synthesis reveals significant gaps in our understanding of teachers' experiences and how they affect teaching. At the teacher attendance, attrition, and pedagogical quality and a key moderator of educational interventions. Implications for research, practice, and policy are discussed.  相似文献   

11.
The past decade has witnessed a dramatic increase in scholarship relating to teacher reflectivity. Typically, 'reflectivity', in this context, refers to teachers' critical examination of the political and biographical factors that have led them to teaching and have been instrumental in defining their internal models of what defines good practice. However, the literature on reflective teacher education rarely delves into what may be called 'spiritual reflectivity' - or the exploration of deeper ontological commitments and constructs regarding teaching. In this essay, I discuss how, as a teacher educator, I have drawn from a Buddhist developmental model to deepen my spiritual reflectivity as a teacher.  相似文献   

12.
Research findings from a longitudinal, classroom‐based study of Bachelor of Education students in Tasmania suggest that three dominant discourses of schooling are powerful shapers of pre‐service teachers' pedagogical decisions in relation to the teaching of SOSE (studies of society and environment). These discourses appear to inform teaching practices and contribute to uncritical SOSE learning experiences for children. The findings from this naturalistic research grounded in teacher education suggest that teacher preparation programs should encourage far greater critical reflection on curriculum documents. In particular, the findings highlight tensions for teacher educators in selecting between experiential and/or interdisciplinary, critical approaches to teacher education. These issues are illustrated in the teaching of SOSE as locality focused knowledge. What this means for the selection of fieldwork sites for children's learning and teacher education pedagogies is explored in this paper.  相似文献   

13.
The goals of teacher education must evolve beyond the teaching of strategies and methods toward a process for beginning teachers' critical interrogation of their social locations and the ways they engage with the realities of teaching and learning. One way that this is accomplished is by incorporating opportunities for community engagement beyond classroom walls in ways that employ teaching practicum experiences in K–12 classrooms. This article describes one teacher educator's experiences preparing secondary English and literacy preservice teachers enrolled in a Teaching Writing Course where students participate in the coordination and facilitation of a community writing event for local middle and high school students. Preservice teachers witnessed writing instruction and youth writing practices that thrived in an educational partnership among multiple stakeholders, including students, parents, teachers, administrators, university professors, and community youth liaisons. Then I share examples of students' reflections post-Writing Our Lives experiences to demonstrate their emerging understanding of the role of community engagement in their development of teacher identities.  相似文献   

14.
This paper draws on major research findings in international literature in order to provide a critical review of a number of key issues and trends in the initial education of high school teachers. Firstly, this paper contextualizes the prevalent discourse surrounding the field of initial teacher education (ITE) and explores the effect that this discourse has on the conceptualization of teachers' work. Secondly, this paper focuses on the debates regarding the most propitious site for the teacher education enterprise, the programme structure for ITE, the field placement or practicum, the relationship between subject study and pedagogy, and the overall effectiveness of teacher education. The paper concludes by considering the new challenges that the field of initial teacher education must confront and the implications of such challenges for the ITE curriculum.  相似文献   

15.
Based on Kemmerer's earlier work on teacher incentives, this study examined the extent that teacher incentives (or the type that might be influenced by central ministries of education) were related to teachers' instructional practices and career satisfaction of junior secondary school teachers in Botswana. Results indicated that the level of incentives teachers received was meaningfully related to teachers' career satisfaction, but was not related to teachers' classroom teaching practices. Findings suggest that, while incentives to improve teachers' overall career satisfaction might stimulate teacher recruitment and encourage retention in teaching, those incentives would not necessarily lead to improved instructional practices.  相似文献   

16.
Hilary Thornton 《Compare》2006,36(2):181-196
Teacher collaboration and support given from one teacher to another, focused on improving teaching and learning in the classroom, are notable by their absence in secondary schools in Bangladesh. This article identifies a number of constraints to developing a collaborative culture including the difficulty of the curriculum, the perceived low ability of many students, the teachers' own educational background and contextual factors which influence teachers' motivation. It suggests that informal collaboration for mutual support has the potential to increase teacher motivation but that this will only be achieved through building more collaborative ways of working through formal programmes grounded in classroom observation. It questions the validity for Bangladesh teachers of the model of teacher development programmes focused on teacher collaboration which emphasise teaching the ‘perfect’ lesson and suggests that without attention to student learning such programmes are unlikely to lead to increased collaboration or improved teacher practice in schools.  相似文献   

17.
This article examines the pedagogy of assignments in social justice teacher education programs. Employing a programmatic view, this study aims to understand the collective representation of social justice provided by assignments across multiple courses. Findings come from a qualitative case study of two social justice programs. Drawing on concepts from sociocultural theory and a theory of justice, this study reveals that the conceptions of justice assignments that were emphasized varied from a focus on the individual needs of students to an emphasis on the sociopolitical conditions of schooling. When assignments drew on teachers' field placement experiences, they overwhelmingly stressed an individualistic notion of justice. The diversity among students in teachers' placements substantially shaped teachers' opportunities to engage this notion. When assignments emphasized the sociopolitical conditions of schooling, they focused on general principles for teaching and were disconnected from teachers' field placement experiences. Implications for practice and research in social justice teacher education are considered.  相似文献   

18.
《师资教育杂志》2012,38(1):91-104
The gap between the theory and practice of teaching is an issue of concern in teacher education. Although researching this gap is not new, few studies have been conducted in Hong Kong. It is worth investigating the contemporary Asian models of teacher education that can provide reference to the international literature. This paper examines this theory–practice gap by reporting a study that researched the inconsistencies between student teachers' best teaching strategies and their most commonly employed ones. Specifically, we investigated: (1) the considerations that contribute to the inconsistencies in the student teachers' conceptions of teaching; and (2) the enhancing factors of the teacher education programme which help to close the gap between the theory and practice of teaching. Through examining the interview data, the findings revealed three main dimensions of consideration attributing to the inconsistencies in the conceptions of teaching: pre‐training experience, teaching context and student needs. These considerations lead to expansive or constraining impacts on the student teachers' selections of teaching strategies. Influences from the teacher education programme that might close this gap are identified. Implications for improving teacher education programmes are also discussed.  相似文献   

19.
This study identifies proficiency levels in pre-service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre-service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific level. Previous research has presented a model of proficiency levels in pre-service physics teachers' PCK; however, evidence for the model's validity is still lacking. According to the Refined Consensus Model of PCK, factors such as teachers' content knowledge (CK), their teaching experience, and their beliefs about teaching and learning science promote PCK development. Thus, understanding how and when pre-service physics teachers' CK, teaching experience, and beliefs contribute to their proficiency can bring insights into how teacher education can promote PCK development. To address this issue, N = 427 observations of pre-service physics teachers were analyzed. Utilizing the scale anchoring procedure, four different proficiency levels in pre-service physics teachers' PCK were identified. Analyzing these proficiency levels showed that lower levels can be characterized as remembering content-unspecific knowledge, whereas higher levels encompass content-specific strategies to structure and elaborate lessons. Additionally, logistic regression models revealed that pre-service physics teachers' CK is crucial for an increase in PCK proficiency. However, transitions into higher levels of PCK additionally require teaching experience and adequate beliefs about teaching and learning. Thus, our proficiency levels can be used to bring insights into how proficiency in PCK can be supported during teacher education. For example, teacher education should provide courses focusing on the science curriculum and the assessment of student learning to promote pre-service physics teachers' progression in PCK.  相似文献   

20.
Effective teachers are characterized by their abilities to make thoughtful, deliberate, and informed adaptations while teaching (Hoffman & Pearson, 2000). These in-the-moment teaching decisions are guided by a complex web of teacher knowledge. Raising teachers' awareness of the decisions they make on a moment-by-moment basis may aid in thoughtful, more deliberate decision-making and more robust instruction. We charge that preservice teachers can acquire this skill, as well. This article highlights practices employed in preservice teacher education courses as a means to promote awareness of, and engagement with, in-the-moment teaching decisions. Using examples from mathematics, social studies, and literacy methods courses, we describe our processes to intentionally cultivate preservice teachers' adaptive teaching skills through metacognitive decision-making.  相似文献   

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