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1.
ABSTRACT

This mixed method research explores the contexts, purposes, forms, practices, and effects of school provided collaborative professional development (PD) as experienced by teachers working in primary and secondary schools in England and Shanghai. The research is part of a larger partnership pilot study by the University of Nottingham and Shanghai Normal University, which focused on opportunities for and experiences of participation in formally organized professional development, using as a point of departure the findings of the Teaching and Learning International Survey (TALIS) 2013 report of teachers’ perceptions of their professional development. Given the differences between the two jurisdictions in their PISA (Program for International Student Assessment) rankings, and between national cultures, teacher expectations and conditions of work, professional development purposes, forms and practices in schools might be expected to differ. The research found that there was a similar emphasis in both jurisdictions upon ‘functional’ rather than ‘attitudinal’ oriented professional development, but that teachers in Shanghai schools experienced more of the latter than those in the English schools studied. Such differences in the relative emphasis between the two jurisdictions upon the ‘attitudinal’, challenge the benefits of focusing collaborative professional development primarily upon the ‘functional’ in English schools.  相似文献   

2.
This article reveals how test-based performativity pressures interfere with the pedagogical approaches preferred by teachers of second-language learners. Our findings derive from ethnographic research conducted in two non-mainstream high schools: one in a US city and other one in a Swedish city. Both schools serve immigrant students who speak English/Swedish as a second language, the majority of whom are from low-income, non-mainstream backgrounds. Unlike many schools that serve low-income immigrants, both are fairly well-resourced schools; teachers at each school foster productive learning environments and pedagogical practices conducive to academic success. Yet these practices are eroded by a mode of regulation that is hyper-fixed on ‘performativity’ as discussed by Stephen J. Ball. Swedish teachers report less pressure than American teachers but teachers at both schools provide clear examples of the instances when performativity pressures intrude upon preferred pedagogical approaches.  相似文献   

3.
This paper explores the metaphor of the classroom as a ‘crucible’ for early professional learning where beginning teachers forge professional identities in complex, unpredictable, paradoxical, affectively and physically potent contexts of practice. It works into the dissonances and contradictions of the micro-narratives embedded in the accounts that three high-achieving early career English teacher graduates give of their early professional learning in schools. It traces the conflicts they experience in the gap between ‘economies of performance’ and ‘ecologies of practice’ within which they improvise new professional identities as teachers. Their effective ‘transmutations’ into teachers are contingent on a bewildering range of factors, many of them out of their control. As the medieval transmutation of lead into gold was analogous to personal transformation, purification and perfection, so new teachers aspire to ideals of practice that may be impossible to achieve. The paper moves beyond simplistic conceptualisations of theory–practice binaries in new teachers’ work and evaluates the impact of new pressures from globalised discourses of standardisation and professionalism that erase singularity, particularity and relationality. Rather, it posits professional learning as complex identity work that is variously constrained and enabled by local institutional factors and broader policy contexts that affect the capacity and desire of beginning teachers to introduce and sustain innovative pedagogies in their English classes.  相似文献   

4.
This paper presents selected findings from a questionnaire completed by 509 primary school teachers in Scotland. Drawing on policy enactment theory, the paper focusses on teachers’ personal experiences of physical education and perceptions of the importance of physical education in their schools. More than half (56%) reported that physical education was either ‘very important’ or ‘important’, while almost 40% perceived it to be of ‘limited’ or ‘very limited importance’. ‘Staff’, ‘time’ and ‘subject status’ were the main themes they drew on to explain their responses. Our findings highlight the diverse nature of the physical education professional cultures in Scottish primary schools. From this, we propose that future initiatives to support change in primary physical education should, as a starting point, acknowledge these diverse professional cultures and move beyond the simplistic one-size-fits-all change projects that have been shown to have limited impact on practice.  相似文献   

5.
This article draws from a qualitative study of seven beginning teachers’ perceptions of diversity over a period of 6–18 months. The study found that while initial teacher training had broadened their understanding of diversity and its implication for teaching, it was established pedagogical practices in their schools that influenced the novices’ ongoing understanding of responsiveness to learner diversity. For these novices, the influence of the structures and systems of their school contexts began to restrict their pedagogical stance. Based on the reported findings and wider research data, the article argues the need for ongoing critical professional support for beginning teachers who can deepen their understanding of learner diversity and its pedagogical implications. It underscores the importance of a genuine partnership between schools and teacher education providers to enable the continuation of critical professional support for novices, particularly in contexts where there are no mandatory links between preservice programmes and beginning teaching like New Zealand, where this study was undertaken. The author contends that it is unrealistic otherwise to expect beginning teachers not only to challenge entrenched practices but also to sustain the efforts of initial teacher education programmes in preparing them to be responsive to diverse learners.  相似文献   

6.
The Teachers of Promise study has followed the work histories of 57 primary and secondary teachers who had been identified at the beginning of their third year of teaching as having the potential to make a significant contribution to the profession. Using data from surveys and interviews, this paper reports on what sustained or inhibited their initial commitment to and enthusiasm for ‘making a difference’, six years later, both in the classroom and in broader school leadership roles. Satisfaction with their day-to-day experiences in their schools was a particularly strong driver of teachers’ career decisions over time. Thirty-four teachers responded to survey items that were used to identify three different groups of teachers: a group of 10 primary school teachers with the highest levels of job satisfaction who were ‘fulfilling their promise’; a group of 21 primary and secondary teachers who were ‘persevering and coping’; and three teachers who were ‘detached and disengaged’. The group with the highest levels of job satisfaction taught in primary schools where they felt respected and valued, and supported to develop their teaching and leadership expertise. School leadership practices and school cultures in the other two groups diminished teachers’ overall job satisfaction and contribution to collective knowledge building in their schools. Almost all of the teachers had retained their commitment to students, to their current schools and to teaching as a career, including those with lower levels of satisfaction. Although these teachers reported ‘collegial’ relationships with their peers, individualistic school cultures, most often in secondary schools, impacted on their opportunities to learn with and from their colleagues. Few secondary school teachers felt appreciated, and included in school decision-making or had found it possible to combine high standards of classroom teaching with management responsibilities. The study indicates that while most promising teachers were still satisfied with teaching after nine years, relatively few were in schools where they were able to make the impact that had been predicted for them early in their careers.  相似文献   

7.
Teaching outdoors has been established as an important pedagogical strategy; however, science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire; yet little is understood as to why teachers make these different pedagogical decisions. This paper explores the relationship between secondary science teachers’ beliefs and their pedagogical practice during a two-year professional development programme associated with the ‘Thinking Beyond the Classroom’ project. Using data from lesson observations, interviews, session questionnaires and field notes, six teacher case studies were developed from participants completing the programme. Data analysis reveals that teachers who successfully taught outside generally held social constructivist beliefs about learning and valued ‘authentic’ science opportunities. Conversely, teachers who were less successful in teaching outside generally held traditional learning beliefs and simply valued the outdoors for the novelty and potential for fun. All the case study teachers were concerned about managing student learning outside, and for the majority, their concerns influenced their subsequent pedagogical practice. The findings are discussed in detail, as are the implications for pre-service and in-service professional development programmes related to outdoor science learning.  相似文献   

8.
This article explores the circumstances in which individuals become secondary school teachers in England and France. Using a social constructivist theoretical framework, it specifically considers how national contexts play out in this decision. The findings presented in this paper draw on a corpus of 60 interviews with a sample of teachers based in English and French secondary schools. They show that national frameworks remain relevant to an exploration of teachers’ identities and cultures, as French and English interviewees draw on distinctive reasons to explain why they became secondary school teachers. While becoming a teacher is often thought of as a ‘vocation’ or as the result of ‘intrinsic’ factors, this paper highlights the role of national contexts, as well as of gender and social class, in this process.  相似文献   

9.
While there is growing recognition of the mutually shaping relationship between teaching with information technology (IT) and teachers’ beliefs, skills and self-efficacy, there has been a paucity of research attention on the construction of teacher identity during actual IT-assisted in-class teaching and out-of-class networking with students, in a full institutional and social context. This study investigates how a group of secondary school English as a second language (ESL) teachers regulated their teaching and practices and constructed their identities in relation to governmental requirements for the use of IT in teaching. Teachers from seven government-subsidised schools in Hong Kong were interviewed about their experiences of using IT in teaching. We frame the reported practices of these teachers as a process of construction of identity, formed in the context of the ‘governmentality’ supporting current examination-oriented educational policy. Observing from the perspective of what has been termed ‘governmentality’ and an ethical framework for self-formation of personal identity makes it possible to see these teachers’ professional identities constructed through the use of IT practices within the contradictory conditions of professional/personal demands, compliance/resistance, school promotion/peer non-cooperation, advantage/disadvantage in use of IT, use of IT/content and pedagogical knowledge. This study has implications for developing a more supportive and rational environment for the use of IT in teaching, in which more autonomy and identity options—rather than constraints—can be provided for teachers in the digital era. This study also informs practitioners and policy makers in other educational settings experiencing a similar IT boom in teaching.  相似文献   

10.
Whilst within universities, research on rather than with children/pupils is a well-established methodology, this paper reports on teachers’ responses to a schools and university-based partnership project, ‘Pupils as Research Partners in Primary (PARPP), which works to co-create pupil-led research opportunities for pupils in research projects informed by pupils’ experiences in primary schools. A previous paper, French and Hobbs, [(2017). “‘So How Well Did It Really Go’? Working with Primary School Pupils as Project Evaluators: A Case Study.” TEAN Journal 9 (1): 56–65] reported on how one PARPP project had a beneficial effect on pupils and their school environment. For this paper the project team interviewed a number of teachers whose pupils in the partner schools were involved in the pilot study phase of the project. Specifically, the teachers were interviewed to ascertain if the involvement of pupils, as lead researchers in projects exploring various aspects of the school environment, had impacted on their perceptions of pupil-led research. Findings suggest that the experiences of teachers in schools where PARPP projects had taken place had led them to re-evaluate the practicality and desirability of encouraging pupils to actively to research their school environments.  相似文献   

11.
Cultures of performativity in English primary schools refer to systems and relationships of: target‐setting; Ofsted inspections; school league tables constructed from pupil test scores; performance management; performance related pay; threshold assessment; and advanced skills teachers. Systems which demand that teachers ‘perform’ and in which individuals are made accountable. These policy measures, introduced to improve levels of achievement and increased international economic competitiveness, have, potentially, profound implications for the meaning and experience of primary teachers’ work; their identities; their commitment to teaching; and how they view their careers. At the same time as policies of performativity are being implemented there is now increasing advocacy for the adoption and advancement of ‘creativity’ policies within primary education. These major developments are being introduced in the context of a wide range of social/educational policies also aimed at the introduction of creativity initiatives into schools and teaching. This complex policy context has major implications for the implementation process and also primary teachers’ work and how they experience it. The ethnographic research reported in this article has been conducted over a school year in six English primary schools in order to analyse the effects of creativity and performativity policy initiatives at the implementation stage. The article concludes by arguing that in the schools of our research the drive to raise pupil test scores involves both performative and creative strategies and that this critical mediation goes beyond amelioration toward a more complex view of professional practice. Implementing creativity and performativity policies provided important contextual influencing factors on teacher commitment. These were: curriculum coverage and task completion; and providing psychic rewards of teaching.  相似文献   

12.
The pace of change in today's society means that there is an ongoing need for teachers to learn, have new knowledge and use new pedagogical approaches to meet the needs of their pupils. For many teachers, this requires redefining their identity as teachers and what ‘teaching’ means in 21st century learning environments. These changes also require teachers to be supported in learning to ‘teach’ in different ways that are relevant to their own individual needs and to the contexts in which they work throughout their career. In this article, it is argued that a more integrated and collaborative approach to teacher education is needed with better understanding of those who take up the roles of teacher educator across a teacher's career. With a particular emphasis on ‘teacher educators’ working in school to support teachers' career-long professional learning it is argued that currently many do not recognise themselves as teacher educators nor are they recognised by those they work with as teacher educators. Drawing on an empirical study carried out with mentors in schools in Scotland, it is suggested that these teacher educators may be ‘unrecognised’ and remain ‘hidden professionals’ because of the identities they construct for themselves, the values and priorities that they or others attach to their roles or because of the institutional structures and cultures in which they work. It is concluded that it will be difficult to recognise and value these ‘hidden teacher educators’ and the distinctive contribution they can make to teachers' career-long professional learning without further clarification by them and others of the roles and responsibilities they hold.  相似文献   

13.
Educational-policy makers worldwide are concerned with finding effective strategies to recruit and retain high-quality teachers. The recruitment of second-career teachers has been seen as one means of fulfilling this aim. Against a background of calls to better understand SCTs, this article reports the results of a qualitative study investigating the experiences of six second-career teachers in Hong Kong. Based on a theoretical framework of teacher-identity construction, discourse analysis was used to explore the participants’ perceptions of their professional development. In-depth interviews were conducted to gain detailed insights into how the teachers construct their identities-in-practice and identities-in-discourse within Hong Kong schools. The findings expose tensions between attempts the positioning of SCTs within dominant discourses as ‘traditional’ and ‘conventional’ teachers, for example, and the participants’ self-positioning in practice as ‘innovative’ and ‘risk-taking’ teachers. Ways in SCT agency, and hence identity construction, can be facilitated through the introduction of the innovative pedagogical practices which many SCTs seek to pursue in Hong Kong schools are considered.  相似文献   

14.
A growing body of research argues that teachers’ beliefs and practices should be studied within the sociocultural contexts of their work because the relationship between their beliefs and practices is both complex and context-dependent. There is a need for further research in this area in understudied contexts such as developing countries, in order to promote effective education in schools and the professional development of teachers. This paper argues that if this ‘black box’ of sociocultural contexts in which science teachers are embedded is better understood, it may be possible to identify specific aspects of these contexts related to educational organizations that act as either supports or barriers to pedagogical reform or to implementing innovations in science education. Consequently, the main purpose of this study is to explore the sociocultural contexts of ten Egyptian science teachers and to what extent these sociocultural contexts help in understanding teachers’ pedagogical beliefs and practices. This paper, by utilizing a multi-grounded theory approach and qualitative methods, reveals a variety of sociocultural contexts that are related to teachers’ pedagogical beliefs and practices.  相似文献   

15.
English teachers select texts for the edifying qualities they possess: a good poem, novel or film can act both as a window looking out over different lives and as a powerful mirror for reflection. When teachers reflect on their professional practice, however, they generally look to education theory, to research or to action learning strategies. But if great works of literature strengthen a student’s empathetic, critical and reflective capacities, they can do the same for the English teachers who prescribe them. The article does not advocate for a rejection of pedagogical expertise in favour of pure literary criticism, but it does consider that these two aspects of English teaching can be brought together for the purposes of professional reflection and development. Using William Wordsworth’s lyric ‘We Are Seven’ as an example, it aims to illustrate how a close reading of the poem leads naturally and effectively from an analysis of content to more general considerations of why and how we teach.  相似文献   

16.
This article attempts to unpack the complexity of teachers’ professional knowledge construction in Assessment for Learning (hereafter, AfL). It presents a qualitative study of a school‐based AfL Project which took place in a secondary school in Hong Kong. Thirty lessons video‐recorded in the AfL Project and nine teacher interviews conducted after the Project were analyzed. The findings enrich our understanding of professional knowledge construction in four aspects: (1) personal nature of teachers’ practical knowledge construction in contrived situations; (2) confined integration of AfL into pedagogical content knowledge in terms of ‘skill progression that accompanies experience’; (3) more sophisticated integration of AfL into pedagogical content knowledge as ‘practicalizing theoretical knowledge’; and (4) reflection, conscious deliberation, and ‘theorizing practical knowledge’ associated with more sophisticated professional knowledge integration. Implications for enhancing teachers’ professional learning are discussed.  相似文献   

17.
The research reported here maps changes in primary teachers' identity, commitment and perspectives and subjective experiences of occupational career in the context of performative primary school cultures. The research aimed to provide in‐depth knowledge of performative school culture and teachers' subjective experiences in their work of teaching. Themes in the data reveal changed commitments and professional identities. The teachers who had an initial vocational commitment and strong service ethic were the older teachers in the sample. While some of the younger teachers expressed vocationalism in the form of wanting ‘to make a difference’, they also stressed the importance of time compatibility for family‐friendly work and child care. In the ‘highs’ and ‘lows’ of school life a number of factors supported some of the teachers' initial commitments, thus, providing ‘satisfiers’ in their work. However, some factors impacted negatively on teacher commitment. The psychic rewards of teaching provided the main basis of commitment and professional work satisfaction. Teacher strategies in performative school cultures highlighted the impact and saliency of testing regimes. There was evidence, however, of teacher mediation of policy and their investment in a more creative professional identity in their involvement in nurturing programmes and creative projects. Whether the schools and teachers developed creative approaches to increase test scores or to ameliorate the worst effects of testing they demanded increased effort and commitment from the teachers. Teachers in the contemporary context, who had in many cases experienced a career in another occupation prior to teaching, seemed much more adept and realistic in both recognising and managing their range of parallel commitments and identities. They have become more strategic and political in defending their self‐identities. Some evidence suggests their priorities have been to hold on to their humanistic values and their self‐esteem, while adjusting their commitments.  相似文献   

18.
This paper draws on research that has recently been conducted in Australia on the possibility of formulating professional standards for teachers of English in primary and secondary schools. English teachers around the country have played a vital role in the project, writing stories in an effort to capture ‘accomplished’ English teaching, and participating in workshops and consultations that have led to the formulation of Standards for Teachers of English Language and Literacy in Australia. The paper focuses on the teachers' narratives and the interpretive discussions they have generated. Rather than simply illustrating ‘accomplishment’, the teachers have explored various aspects of their professional lives and asked whether standards can actually do justice to the complexities of their work. Their narratives provide a critical perspective on commonsense notions of professional standards, most notably managerial attempts to introduce standards as forms of performance management and accountability.  相似文献   

19.
Standards-based reforms of education favour narrow forms of teacher professional learning tied to generic standards and pre-determined, measurable outcomes. In high-stakes accountability-driven environments, in schools and initial teacher education programs, educators are rarely encouraged to inquire into their work and professional identities through narrative writing. This article describes and analyses an assessment task in a pre-service teacher education course wherein students explore dialogic forms of critical autobiographical writing as part of an ongoing process of examining and clarifying their views and values about English teaching. Drawing on Cavarero, we argue that the writing these preservice teachers do provides a space for them to negotiate ‘what’ and ‘who’ narratives as they journey to become English teachers. Their writing productively grapples with generic ‘what’ stories such as what standards documents attempt to tell about English teaching, and the ‘unrepeatable uniqueness’ of ‘who’ stories developed out of their individual cultural, educational and linguistic difference.  相似文献   

20.
Nick J. Gozik 《Compare》2012,42(1):5-25
Schooling is widely considered to be vital to the development of modern nation-states, yet little is known about how teachers might go about transmitting national culture within schools. Using the case of history–geography lycée teachers in the French overseas department of Martinique, this article makes the argument that teachers’ professional identities must be taken into account when considering the ways in which teachers implement curricula and understand their role in passing on national and other collective identities to students. Through local-level research in schools – comprised of interviews with teachers, school administrators, local officials and others, classroom observations and archival research – it becomes evident that teachers on the island, as elsewhere in France, enjoy considerable autonomy in implementing curricula. By training students to think critically, teachers encourage students to consider new meanings of ‘French’ and ‘Martinican’ identities on an everyday basis.  相似文献   

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