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1.
Anna Du Plessis Annemaree Carroll Robyn M. Gillies 《Asia-Pacific Journal of Teacher Education》2015,43(1):4-21
The lived experiences of novice teachers in out-of-field positions influence future career decisions and impact on their journey towards being competent and experienced practitioners, conversely their “life-world” is often misunderstood. The purpose of the study reported in this article is to investigate the lived experiences of these teachers, how principals’ understanding and leadership styles influence the lived experiences of novice out-of-field teachers, and what these lived experiences mean for school leaders. The article highlights perceptions of school leaders and novice out-of-field teachers about out-of-field teaching. It argues that the strategies implemented by school leaders based on their understanding of novice out-of-field teachers’ lived experience greatly influence the development of these teachers. It draws on Gadamer’s theories to investigate the lived experiences and perceptions of four principals and four novice out-of-field teachers through the different lenses of these participants. It concludes with a discussion on the interrelationships between school leaders’ understanding, novice teachers’ lived experience and what it means for the teaching environment. Participants’ interpretation of specific lived experiences connected to out-of-field teaching shapes meaning in their attempt to understand and to “belong,” for example, confidence issues, self-esteem concerns, and disconnectedness. The investigation of these units of meaning provides an in-depth understanding of the interrelationship between leadership and the lived experiences of novice out-of-field teachers. 相似文献
2.
Many teacher education institutions across the world are now initiating and supporting international teaching practicums to better prepare their teaching graduates to teach for diversity. Recently, some of these practicums have embedded service-learning structures and discourses to further encourage pre-service teachers (PSTs) to think beyond their self-interests towards larger ethical and educational questions. This paper employs narrative-based inquiry methods to explore the lived experiences of three co-leaders of an international teaching practicum in South Africa for Australian PSTs underpinned by dialogic service-learning principles. Using Bakhtinian dialogic theory, the authors generate alternative interpretations of reflective narratives they have written, in order to examine the concepts of dialogue and reciprocity in their lived experience of this teaching practicum. The authors conclude that reciprocity and dialogue are indeed valuable discourses for critically researching international teaching practicums with service-learning dimensions, but counsel against romanticising either of these. 相似文献
3.
经验、体验与公共教育学——现象学视野中的高师公共教育学教学改革 总被引：2，自引：0，他引：2
高师公共教育学课程的实践性质决定了它不能给师范生一个分析逻辑的知识体系,而是通过教师的经验、学生的体验展示给师范生一个生动的教育生活世界。公共教育学课堂就是帮助师范生叩问教育的意义,寻求对教育意义的整体理解。从现象学和解释学的视角重新建构高师的公共教育学课程,有助于培养师范生的教育学意向。 相似文献
4.
Research in visual arts education is often focused on philosophical issues or broad concerns related to approaches to curriculum. In focusing on the everyday work of teaching, this article addresses a gap in the literature to report on collaborative research exploring the experiences of secondary visual arts teachers in regional New South Wales, Australia. Drawing on qualitative data gathered through a process of educational connoisseurship and educational criticism, discussion focuses on visual arts teaching as a particular professional practice that is complex, intricate, emergent and adaptive. In drawing on themes emerging from the research, examples of unplanned aspects of teachers’ work that disrupt linear logics about teaching practice are examined. The article concludes by raising issues for further consideration and research. 相似文献
5.
Previous research indicates that beginning teachers are not fully prepared for what awaits them in the workforce. This study highlights the value of partnerships among higher education providers, schools and employers and links the experiences of beginning teachers to initial teacher education (ITE). Real-life experiences from the field provide information regarding beginning teachers’ complex teaching positions that is beneficial to prospective teachers and teacher educators. This transnational qualitative study, completed in Norway, South Africa and Australia, adopted a Vygotskian social constructivist theoretical stance. Gadamer’s hermeneutic philosophy was applied to offer an in-depth understanding of the effects of classroom experiences on beginning teachers’ professional identities and feelings of ‘belonging’ and ‘at homeness’ in their positions. The results of this study highlight the school leaders’ perceptions of how well graduate teachers are prepared to meet the demands of the workforce. The study concludes by demonstrating the value of linking beginning teachers’ experiences to interventions and the development of ITE programmes. This study’s evidence-based findings support its recommendations for policy-makers and its reflections on the link between ITE and employment. 相似文献
6.
Dianne L. Yee 《Technology, Pedagogy and Education》2013,22(3):287-302
This article describes a qualitative study designed to investigate information and communications technology (ICT) leadership by considering the lived experiences of principals in 10 carefully selected ICT-enriched schools in Canada, New Zealand, and the United States. To encourage further discussion regarding the impact of ICT on educational leadership practice, I have outlined a framework that suggests eight categories of ICT leadership. Although this study focussed on principals of ICT-enriched schools, the practical wisdom of the study participants has potential to assist other educational leaders who are expected to ensure that ICT becomes a tool to enhance learning, teaching, and leadership. 相似文献
7.
Managing teaching and learning in South African schools 总被引：1，自引：0，他引：1
Tony Bush Rika Joubert Edith Kiggundu Jean van Rooyen 《International Journal of Educational Development》2010
This paper examines the significance of leadership and management in enhancing classroom practice and improving learner outcomes in two provinces of South Africa. It is increasingly recognised, internationally and in South Africa, that managing teaching and learning is one of the most important activities for principals and other school leaders. Managing teaching and learning is one of the core modules in South Africa's new national qualification for school principals. Drawing on case studies of eight schools, mostly in disadvantaged contexts, the paper shows that managing teaching and learning are often inadequate, and largely fails to compensate for the social and educational problems facing learners and their communities. 相似文献
8.
School leadership is fundamental to the educational functioning of schools and their improvements of results. The study employed a qualitative approach to explore school principals’ leadership styles and the educational performance of learners in high- and low-performing schools in Vhembe District, Limpopo, South Africa. The participants were purposefully selected from 10 secondary schools in terms of their performance. Focus group interviews were conducted with five teachers from each school. The interview data was transcribed and analysed, and identical patterns of coded data were grouped together under emerging themes. The overall results of the study indicated that the democratic leadership style together with the transformational leadership style contribute to high educational performance of learners. School principals from high- and low-performing schools employ a democratic leadership style and differ only in the sense that the latter are permissive or lenient towards learners’ behaviours or conduct. The study recommends that school principals engage teachers as members of a disciplinary committee in order to deal with those learners whose conduct is not conducive to successful teaching and learning. It is recommended that school principals from low-performing schools strengthen their democratic leadership by not being lenient to learners’ behaviour which is not conducive to successful teaching and learning. 相似文献
9.
《Teaching and Teacher Education》2000,16(3):335-348
This paper focusses on the stories and anecdotes which a small group of English teachers told in their efforts to describe the complexities of their first year of teaching, when they were invited by their former English Method lecturer to meet together as part of a larger research project investigating the challenges faced by beginning teachers. A distinctive feature of their discussion is the way they use narrative to organise and give meaning to their experiences, and thus explore the possibilities of narrative enquiry for professional development and educational research. 相似文献
10.
《Africa Education Review》2013,10(2):144-158
Abstract The out-of-field phenomenon, that is the situation where teachers teach outside their field of expertise, adds complexity to the education environment and affects learners, colleagues, parents, governing bodies and school management. It puts extra strain on school management's responsibility to provide quality management and jeopardises effective teaching and quality learning. This article examines the implications of the out-of-field phenomenon for school management. An empirical investigation entailing the use of a qualitative approach was employed for the study. Data were gathered through semi-structured interviews with selected participants who shared their experiences of the phenomenon. Findings indicated that the out-of-field phenomenon and its implications should be recognised in order to provide effective and quality teaching, substantial teacher support and sufficient staff development programmes. 相似文献
11.
This paper draws on qualitative data from a mixed‐method study that analysed women's access to the principal role and their leadership experiences. The paper draws on a subset of interviews with 54 female head teachers in the Gauteng and North West provinces of South Africa. Since a mothering style of leadership was self‐reported by over half of the participants in our study, this paper aims to explore the diverse ways in which motherhood was constructed and the outcomes of these constructions on women. 相似文献
12.
In 2011 the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa was promulgated. This framework proposes the establishment of teaching schools to strengthen pre-service teacher education. This study arises from this initiative. A generic qualitative study was undertaken to explore the views of research participants from selected teacher education institutions and schools in South Africa on the potential of teaching schools to enable student teacher learning for the teaching profession. The key findings are that teaching schools can potentially make a distinctive contribution towards enabling student teacher learning for the teaching profession through student teachers experiencing good teaching in a model environment and through coordinating experiences in coursework and at the school. The discussion of the findings points to the distinctive potentialities of teaching schools for strengthening teacher education. The notion of hybridity and third space is invoked as a heuristic to shed light on the developing of a true collaborative relationship between the teacher education institution and the teaching school for enabling student teacher learning for the teaching profession. 相似文献
13.
北京市新中考改革将史、地、政、生4个学科纳入中考范围,这对初中史、地、政、生"教非所学"教师的角色调整和适应提出了挑战。为了更好地迎接这一挑战,在劳动力市场供求理论的指导下分析了"教非所学"教师产生的原因并提出了应对之策。分析发现,"教非所学"教师产生的原因是史、地、政、生教师的刚性需求和有效供给不足,其中,刚性需求是根本原因。解决这一现象要根据各类原因,坚持标本兼治,增加有效供给,逐步消除史、地、政、生教师"教非所学"的现象。 相似文献
14.
《Africa Education Review》2013,10(1):75-90
Abstract The charge that schooling is poorly adapted to modern conditions in South Africa and abroad has been debated since the beginning of the twentieth century, with the result that two strands of competing paradigms - traditional and progressive - crystallised from the discussion. This article delineates the salient features of progressive education to prepare the ground for a comparison of outcomes-based education (OBE) in South Africa with education in the Netherlands and thereby determine the influence, if any, of progressive education on OBE and Dutch education respectively. The data gathered to determine the progressive influence on Dutch education showed that some elements of progressive education had been combined with traditional (tried-and-tested) practices to create an effective primary educational system. The implication for South Africa is that teachers should be allowed to adapt their teaching styles and curriculum development to accommodate learners who cannot benefit optimally from progressive teaching, and that progressive principles can be implemented in South Africa, provided it is done as in the Netherlands without trying to force everybody into the same mould (i.e., on the crude principle that ‘one size fits all’), 相似文献
15.
Paul Ramsden 《Innovative Higher Education》1994,18(3):177-188
This paper considers some implications for teaching in higher education of quality assurance demands made in circumstances of financial restraint. The paper suggests that responses must be anchored in improvement in student learning. This has implications for university teaching, for the evaluation of its effectiveness and for leadership in universities. The paper commences with a discussion of an understanding of the nature of the relationship between teaching and learning in higher education resulting from an Australian investigation of student perceptions of university teaching. The understanding arising from this study suggests that, given that the environment is an educational one, both evaluation of teaching and educational leadership should be in harmony with effective approaches to learning and teaching.Paul Ramsden is Professor of Higher Education and Director of the Griffith Institute for Higher Education at Griffith University, Brisbane, Australia. He has taught in polytechnics, universities, and schools in the United Kingdom and Australia. His research field is the influence of teaching and assessment on the quality of student learning. Dr. Ramsden has been professionally involved in faculty development for over 15 years and published the textLearning to Teach in Higher Education, Routledge, New York (1992). He holds degrees from the University of London and the UK Council for Academic Awards, and a Ph.D. from the University of Lancaster. 相似文献
16.
NURAAN DAVIDS 《Journal of Philosophy of Education》2019,53(1):165-179
Debates on educational exclusion are almost exclusively focused on the experiences of learners as they navigate their way through barriers of race, culture, gender, sexuality, class, disability and language. Similar attention has not been afforded to the experiences of teachers, creating the impression that, unlike learners, teachers do not struggle with matters of inclusion, participation and belonging. Adding to the complexity of teacher inclusion is that it is often reduced to a pre‐occupation with external practices of inclusion, discounting the experiences and complex challenges encountered by minority group teachers as they attempt to assert their pedagogical identities. Focused on a post‐apartheid South African context, this paper has two concerns. Firstly, it brings into question the dichotomy of inclusion/exclusion in relation to teacher exclusion, and suggests, instead, that exclusion exists in a dyadic relation to inclusion. In this regard, attention is given to the various experiences of teachers in relation to a language of ‘standards’ and ‘competence’, even when they are included. Secondly, by calling into question the uncontested constructions of norms and perceptions, a case is made for teacher inclusion, not only for the sake of including diverse narratives and lived experiences, but for the purpose of offering symbolic points of reference for learners and learner inclusion. In other words, inasmuch as the focus is on learner exclusion, deeper consideration and reflection on the experiences of teacher exclusion might be useful in understanding learner inclusion. 相似文献
17.
This paper discusses the findings of a qualitative interpretive study on secondary school teachers’ professional identities and emotional experiences. Teachers’ work is emotionally engaging and personally demanding, yet the caring nature of the teaching role is largely neglected in educational policy and teacher standards. This paper examines the reasons behind the marginalisation of discourses of emotionality and discusses the lived experiences of three teachers. The caring behaviour that teachers exhibit in their work is seen to have professional, performative and philosophical dimensions as individual teachers subjectively negotiate the demands that are placed upon them in different situated contexts. 相似文献
18.
Kathryn Paige Mike Chartres Alan Kenyon 《International Journal of Educational Development》2008,28(5):524-533
The University of Fort Hare Distance Education Project set out to improve qualifications of primary teachers in rural and township schools in the Eastern Cape of the Republic of South Africa. At the culmination of an 11-year AUSAid collaboration between the University of Fort Hare and University of South Australia a research project to reveal quality educational practice was undertaken. Using oral histories as the methodology, teacher stories were gathered through a sequence of interviews and classroom observations. This collection of oral histories constitutes the basis for the paper. Its research focus has been the science and mathematics practices of eight teachers who typify the many hundreds who participated in the project. This paper explores the use of oral history as a methodology for documenting quality educational practice. 相似文献
19.
This article explores commonalities in the lives and work of women head teachers in Malawian secondary schools and women principals in Australian Lutheran schools. In both Australia and Malawi women are under-represented in school leadership and often appointed to complex schools and communities. We commence with a brief discussion of Malawi and Australia’s political and educational histories which have much in common, before outlining current selection policies for school leadership. The second part of the article explores women leaders’ initial and ongoing challenges in relation to their school systems, daily work and domestic lives. The final section focuses on their perspectives of current strategies to address women’s under-representation as leaders in their respective school systems. Notwithstanding the stark contrast in socio-economic contexts, we highlight enduring transnational inequalities in women leaders’ lives and work in Malawian secondary and Australian Lutheran schools. 相似文献
20.
《Teaching and Teacher Education》1995,11(3):263-274
This paper reports on the first stage of a research project that investigates the dynamics of multilingualism and the teaching and learning of mathematics in junior secondary classrooms in South Africa. The paper situates the project theoretically and methodologically and then focusses on an initial set of in-depth interviews with six teachers in three different classroom contexts. The analysis of presences and silences within and across teachers' accounts suggest that teachers in multilingual contexts confront and produce language-related dilemmas and a paradox as they manage their teaching. These, in turn, raise interesting questions for further analysis and research. 相似文献