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1.
This research aims to develop and validate an instrument for measuring primary student teachers’ professional identity tensions. Based on dissonance theory, we transformed existing vignettes (Pillen, Den Brok, & Beijaard, 2013) into to a quantitative Professional Identity Tensions Scale (PITS) and added tensions regarding teaching in urban contexts. We examined the psychometric quality of the PITS by administering this scale to primary student teachers from teacher education institutions in urban areas across the Netherlands. Two studies were conducted in the process of validating the PITS. First, items were tested among a sample of 211 students to explore whether they measure underlying constructs of professional identity tensions. Second, retained items were administered to a new sample of 271 students. Confirmatory factor analysis demonstrated a similar factor structure. The final instrument includes 34 items rated on a 5-point Likert scale measuring nine different professional identity tensions. Implications for future research and practice are discussed. 相似文献
2.
Hanna Palmér 《Teacher Development》2016,20(5):682-700
The results presented in this article are taken from a case study of novice primary school mathematics teachers’ professional identity development from the perspective of the teachers themselves. The empirical material was collected through self-recordings, observations and interviews. The results show how the professional identity development of these novice teachers becomes a pursuit in line with their image of a primary school teacher. To develop a sense of themselves as primary school teachers they need to establish their own criteria - individual (including graduation and personal knowledge) and social (the ability to work in one school, have colleagues and have a class of their own for which they do the planning and teaching). These criteria are shown to be both a precondition for and a part of professional identity development. The novice teachers’ image of what it means to be a primary school teacher directs their actions and becomes the goal of their professional identity development. Because of its high impact, student and novice teachers’ image of primary school teachers ought to be made visible in both teacher education and teacher induction. 相似文献
3.
The aim of the study was to understand the development of professional identity of prospective teachers, their ideals and experiences during interactions with their surrounding learning environment, including university studies and pedagogical placement during their 5-year studies. We also aimed at understanding how students with different motivational pathways to teacher education may be supported to explore teaching as a possible career choice. The findings reported in this article emerged primarily from interviews with 13 student teachers at the end of their teacher education programme. Survey responses collected during earlier stages of the study were utilised to provide data about the student teachers’ professional development prior to the point of the interviews. The findings of the study point to various concerns and dilemmas, which in turn suggest that student teachers take different identity development routes. The study identified four possible “identity routes” to becoming a teacher. The implications of different identity routes on teacher education are discussed. 相似文献
4.
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
5.
Emmy Vrieling Antoine van den Beemt Maarten de Laat 《Studies in Continuing Education》2019,41(1):76-93
It is increasingly recognised that social learning by teachers can stimulate professional development. In this study, we search for the social behaviour patterns which can act as a catalyst for professional development, with an explicit focus on student teachers’ learning. Based on the ‘Dimensions of Social Learning (DSL) Framework’, including 4 dimensions and 11 indicators of social learning, the present study explores the social configuration of one network of primary teachers (n?=?12), student teachers (n?=?12) and teacher educators (n?=?2). Two research questions guide this exploration: (1) What patterns of social behaviour in teacher networks are likely to lead to professional learning? (2) What network facilitation guidelines can be discerned to assist teachers and teacher educators wishing to optimise student teachers’ professional development? Data collection consisted of video recordings, reflective notes and semi-structured interviews with network members. The findings paint a picture of how social learning in teacher networks is related to the group’s social configuration. Observation criteria and student facilitation guidelines are suggested to support professional development within teacher networks. For each dimension in the DSL Framework, one point of attention is discerned to optimise students’ learning in teacher networks. 相似文献
6.
S. J. van der Wal-Maris D. Beijaard G. L. M. Schellings J. J. M. Geldens 《Teacher Development》2018,22(3):375-393
The present study identifies ways of how meaning-oriented learning is enhanced in academic primary teacher education, a new route to the teaching profession in the Netherlands. Meaning-oriented learners are generally described in the literature as being capable to regulate their own learning, to understand a topic thoroughly, to form their own opinion about it and to draw their own conclusions. Semi-structured interviews were held with both student teachers (n = 32) and educators (n = 18) who participated in this new route. Interviewees perceived common ways of enhancing meaning-oriented learning, such as encouraging students to structure, relate and critically process knowledge. Other ways are related to the development of students’ professional identity as an academic primary teacher in general, for example, through students’ reflection on the development of such an identity and their sharing of knowledge, not only with peers and educators, but also externally in publications, on a conference or on the Web. The present study indicates that the newly developed route to the teaching profession successfully contains elements that provoke meaning-oriented learning. The results of this study are useful for the (further) development of teacher education contexts in which the enhancement of meaning-oriented learning by student teachers is an important aim. 相似文献
7.
Graham Rogers 《课程研究杂志》2013,45(2):249-268
A coherent view of student‐teachers’ preparation and the learning experiences to which they are exposed are key to sustaining the relevance of university‐based teacher‐education programmes. Arguably, such coherence is lacking and the research base to an understanding of the student‐teacher experience is still a relatively limited one. This paper takes the view that student‐teachers’ epistemological growth is a key component of their professional development, their sense of identity as intending teachers, and their successful entry into a teaching career. In adopting a phenomenographic approach it explores a chain of evidence which demonstrates that immersion in the processes of learning and knowing, within a specific disciplinary context, had a significant impact on students’ emerging professional identities and on their values as teachers which extends beyond the subject matter itself. Arguably, the findings of this case‐study hold important implications for a teacher‐education programme and for effective pedagogic practice. 相似文献
8.
探讨并分析了教师绩效结构的五个维度,即师德、学科素养、课堂教学、学生学习和班主任工作。提出教师绩效评价必然将教师的专业发展与学生的全面发展相联系;必须基于教育教学改善、专业思考和协商参与,增进教师对教育教学的理解并改善实践;必须促使教师从个体竞争走向团体竞争。 相似文献
9.
采用问誊调查方法,对河北北方学院职前数学教师职业认同状况进行了调查,剖析其认同度不高的主要原因,一是对教师职业缺乏必要的了解,二是教师对教育类课程认同度不高。建议高师院校严把学生入学关,不断改革教学内容与教学方法,加强相关教师与中小学的沟通,增加职前教师教学实践机会。 相似文献
10.
Anita Eriksson 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):272-291
The use of mentoring within teacher education has become more common in recent years, however, there still seems to be a lack of research about formal group mentorship models as a pedagogical process. In my study, I presented knowledge about how a formal group mentorship model used during a teacher education program at a Swedish university has affected the student teachers’ professional development. The findings suggest that nearly all the student teachers describe the mentoring group conversations as beneficial as they have contributed to a strengthened socialization, identity and/or teacher role, a possibility to share experiences, hear others perspectives, and get support in the process of linking theoretical educational content and teaching activities. A few students expressed that the mentoring program has not contributed at all to their professional development. 相似文献
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12.
This article reports on the differential effectiveness of a teacher professional development programme for teachers in urban and rural schools in Indonesia. The study employed an embedded mixed methods design that involved the concurrent collection of both quantitative and qualitative data. The quantitative component involved a pre–post design in which two surveys were administered to a sample of 2417 students drawn from 66 classes in 32 lower secondary schools (960 from urban schools and 1457 from rural schools). The qualitative component involved six case study teachers and two students from each of their classes. Qualitative information was gathered using teacher and student interviews, classroom observations and teacher reflective journals. The quantitative results suggested that there were disparities between the usefulness of the knowledge and skills imparted during the programme for teachers in urban and rural schools. The themes that emerged from the data gathered using qualitative methods helped to make sense of the differences in student scores in urban and rural schools before and after the teacher professional development programme. 相似文献
13.
Dealing with ethnic and linguistic diversity is one of the major challenges in today’s education. Therefore, the formulation of competencies for teachers and teacher training should take into account the specific requirements of teaching in multicultural schools. In 2002, a series of small‐scale studies were conducted to identify and formulate teachers’ communicative competencies in multicultural classes through a mixture of instruments and data sources. The studies aimed at providing recommendations for improving these competencies through teacher education and professional development. This study reports on the multiple instruments used to study the practical knowledge and behaviour of experienced teachers in multicultural schools by discussing research evidence from a series of case studies from primary and secondary education. These case studies explored teachers’ knowledge, beliefs and behaviours in creating healthy teacher–student relationships as well as making lesson content accessible for all students, including students with limited language skills. The findings show how small‐scale studies with multiple data collection techniques can help in providing an empirical foundation for the formulation and specification of teacher competencies in multicultural settings. Based on our findings, we argue that by conducting multiple investigations in different settings, using a variety of instruments and by interpreting this data from different communicative domains, a valid, reliable and complete picture of teachers’ scientific competencies can be obtained. 相似文献
14.
Linda-Dianne Willis Sadia Shaukat Samantha Low-Choy 《British Educational Research Journal》2022,48(2):228-252
In this article we explore the use of teacher professional standards in an initial teacher education programme and preservice teacher perceptions of their preparedness for teaching using a survey of 54 first- and second-year preservice teachers in a graduate-entry programme. The survey asked the preservice teachers to respond to 16 questions based on professional standards as well as their knowledge of student learning, professional identity and teaching as a career path. The preservice teachers’ responses were analysed using a mixed methods approach that relied on quantitative methods, but was supplemented by qualitative analysis of short-answer responses. Our analyses hypothesised about possible links between the preservice teachers’ responses and the extent to which they perceived they were classroom and career ready. The themes of teachers, teaching and student learning are used to present and discuss the results, while the notion of agency as achievement is used to deepen possible understanding about their meaning and implications. We conclude that the preservice teachers appeared to benefit from learning about professional standards throughout their programme but appeared to lack confidence in: engaging professionally with others such as parents/carers; setting objectives for all students with different backgrounds; and implementing lesson sequences that engage students and promote learning. Most doubted teaching as their future career. Finally, we discuss implications for: adopting standards-integrated initial teacher education programme approaches; preservice and early-career teacher professional learning needs; and future research opportunities, which include using innovative methodologies and conceptual frameworks. 相似文献
15.
This study reports on interviews with 24 beginning teachers about tensions they experienced regarding their professional identity. The interviewees reported a total of 59 tensions of tension that fell into three themes: (1) the change in role from student to teacher; (2) conflicts between desired and actual support given to students; and (3) conflicting conceptions of learning to teach. Most of the tensions experienced conform with those found in the literature. Tensions were often accompanied by feelings of helplessness, frustration or anger, and the teachers had a strong desire to learn to cope with them. Because of their negative impact on beginning teachers’ professional development, it is important that teacher educators and mentors in schools pay serious attention to tensions like these that relate to beginning teachers’ professional identity. 相似文献
16.
This study examined the role of teachers’ personal characteristics and mental health status on their frequency ratings of student problem behaviour. A sample of 121 primary school teachers were asked to rate the frequency of a student’s behavioural problems, and to self-report their personality traits, psychopathology symptoms and burnout. Overall, the results revealed that teachers’ ratings were significantly predicted by their psychopathology symptoms and to a lesser extent by their personality traits and burnout levels. Student and teacher demographic characteristics were also predictive of teacher ratings. Since teachers are among the primary informants of students’ mental health, the results of this study pose the need to take into consideration teachers’ individual characteristics, when their ratings are critically evaluated during a student’s referral process. 相似文献
17.
教育评价事关教育发展方向,影响教师潜心育人的专业表现及学生全面发展。为考察问责式和发展性两种教师评价对教师专业表现的不同影响,本研究采用问卷法,调查了我国中西部2354名县镇及乡村中小学教师,构建潜变量结构方程模型,探究教师所感知的教师评价方式、对评价的态度、教师的专业学习及专业表现之间的关系。结果发现:问责式教师评价对教师专业表现影响的直接效应不显著,但通过教师对评价反馈的态度和专业学习,显著负向影响教师专业表现;发展性教师评价对教师专业表现的总效应、直接效应和间接效应皆为显著正向影响。这提示不同教师评价对教师潜心育人专业表现的影响机制是不同的,在制定和改革教师评价方案时需要综合考虑。 相似文献
18.
Partnership with teachers for professional development has been considered beneficial because of the potential of collaborative work in the teacher’s own classroom to be relevant to practice. From this perspective, both teachers and researchers can draw on their own expertise and work as authentic partners. In this study, we address the need for such collaboration and focus on how a teacher and a researcher performed their roles when collaboratively implementing mathematical modeling tasks within a context of in situ professional development. Using multi-tier design-based research, as a framework, a researcher worked in a teacher’s classroom to implement a series of research-based mathematical modeling activities. A broad corpus of data from this interaction was analyzed, including audio recordings of interviews with the teacher, video recordings of three mathematical modeling lessons, researcher field notes and journal reflections, instructional materials, and students’ written work using the principles for designing activities for teachers. The emerging roles and relationships between the teacher and the researcher were documented, as (1) the researcher implemented the professional development, (2) the teacher shared her concerns, (3) the researcher responded to the teacher’s challenges, and (3) the teacher reflected on student development. As a case study of collaboration, the participants’ roles and strategies to overcome challenges and achieve shared objectives can benefit teachers and researchers who plan to collaboratively implement modeling in the classroom. The study supports the value and viability of this form of in situ professional development, indicating that significant changes in teachers’ thinking about their students’ mathematical model development can occur in relatively short periods of time. 相似文献
19.
Tiina Anspal Äli Leijen Erika Löfström 《Scandinavian Journal of Educational Research》2019,63(5):679-695
This paper describes a 2-year follow-up study on teacher identity development in different types of teacher education programmes. Teacher identity development was analysed with a focus on student teachers’ views of teacher’s roles and tensions experienced during their studies. Student teachers (n?=?20) were interviewed at the beginning and end of the master-level studies. Three types of tensions were identified: (1) conception of self versus professional role, (2) role expectations versus university training, (3) and multiple professional role expectations. The follow-up study showed that tensions tended to accumulate to some extent. However, successful consolidation of tensions appeared to depend on how the student teachers were able to recognise resources at their disposal, with implications for organisation of reflection support in teacher education. 相似文献
20.
Timothy Moss Sharon Pittaway 《International journal of qualitative studies in education》2013,26(8):1004-1018
This paper explores student identity construction through the narrative life history of one non-traditional student, engaged in teacher education in a non-traditional way – a fully online university degree course. The students within this course are all mature-aged. Most are female, and have already developed personal identities as partners, friends and mothers, as well as professional identities such as teacher aides. Adding the new identity of “student” to these already established roles has an impact on these participants’ actions, beliefs, experiences and hence on their identities. Further, the notion that they are now “pre-service teachers” forces students to consider their professional identity in new and sometimes uncomfortable ways. This paper explores the challenges for one student created by the need to negotiate this complexity. Through this exploration using narrative life history methods, the paper considers the implications of the experience of becoming a student and a teacher. 相似文献