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1.
Kirsi Tirri 《International Journal of Educational Research》2011,50(3):159-165
The purpose of the study was to identify the components of holistic school pedagogy as identified by a sample of Finnish secondary school teachers and students from two schools. Holistic pedagogy concerns the development of the whole student and acknowledges the cognitive, social, moral, emotional and spiritual dimensions of education. The data were gathered in spring 2008 and include 19 interviews of Finnish secondary school teachers of different subjects and 37 interviews of their students. The teachers and students came from two schools that both emphasize mathematics in their curricula. Analysis of the teachers’ and students’ interviews revealed three different components in holistic school pedagogy. These components were values and worldviews, field-invariant pedagogical components (which are important regardless of the content or the subject) and field-dependent pedagogical components (subject- or context-specific issues, such as pedagogical content knowledge of mathematics or the type of school). Holistic school pedagogy also emphasized the importance of the whole school community for the best pedagogical practices in schools. 相似文献
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Research on preservice teachers’ beliefs about professional teaching capabilities indicates strong attention to the relational dimension; these studies have contributed to a portrayal of preservice teachers as simplistic and overly optimistic about the teaching profession. In this article, I position preservice teachers’ attention to teacher–student relationships as a form of professional knowledge. Drawing from findings of a qualitative study of U.S. elementary (prekindergarten-Grade 4) preservice teachers who were asked to describe professional characteristics of effective teachers, I suggest their beliefs reveal surprisingly nuanced understandings about the complex nature of teaching. 相似文献
3.
Dag Roness 《Teaching and Teacher Education》2011,27(3):628-638
This article presents the results from the third study in a longitudinal research project examining newly qualified teachers’ (NQTs) motivation for teaching and how they retrospectively value their teacher education. The findings indicate that teachers enjoy the profession one-and-a-half years after graduation. They are motivated both by working with their subject matter and by teaching. Retrospectively, NQTs criticize parts of the post-graduate certificate in education (PGCE) course. Although the teachers seem content in their profession, this study reveals a high rate of attrition, with 40 percent having left the profession, and a prevalent ambivalence about their professional future. 相似文献
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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
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The paper explores the issue of teachers’ professional vulnerability using a range of messages from an online teachers’ community on the Chinese mainland. The study reveals how macro changes at policy level impact on teachers’ professional relationships and in turn their professional identities in teacher discussants’ perceptions. Furthermore, the paper argues that the Chinese cultural tradition somehow adds to teachers’ professional vulnerability. While the tradition used to give teachers authority, it imposes burdens on teachers and subjects them to close scrutiny, which consequently make them feel more vulnerable. The paper concludes with critical reflections on its methodology and findings, calling for further research into the issue. 相似文献
6.
Teacher education,graduates’ teaching commitment and entrance into the teaching profession 总被引：1，自引：0，他引：1
This study aimed to gain insight into the relationship between teacher education and graduating teachers (not) starting in the teaching profession (n=209). Predictor variables referred to teacher education, integration into teaching, and teaching commitment. To examine interrelationships between these variables, factors were also interlinked to test a theoretical model of graduates’ teaching commitment. Results reveal that graduates’ teaching commitment is strongly related to their entrance into the teaching profession. Furthermore, the perception of mentor teachers’ evaluative support is directly related to teaching commitment and other variables (e.g. faculty support, type of teacher training) are indirectly related through the mediation with graduates’ teacher efficacy and professional orientation. 相似文献
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Factors influencing teaching choice,professional plans about teaching,and future time perspective: A mediational analysis 总被引：2，自引：0，他引：2
This study aimed to examine the mediating role of prospective English teachers’ future time perspectives in relation to their motivations for teaching, beliefs about the profession, career choice satisfaction, and professional plans. A total of 423 prospective English teachers voluntarily participated in the study. The mediating role of the future time perspective was investigated through correlation, regression, and structural modeling analyses. Results showed that the prospective teachers’ future time perspectives played a significant mediating role in relationships among planned effort, planned persistence, ability, intrinsic career value, making social contribution, and career choice satisfaction. 相似文献
9.
Sascha Schroeder Tobias RichterNele McElvany Axinja HachfeldJürgen Baumert Wolfgang SchnotzHolger Horz Mark Ullrich 《Learning and Instruction》2011,21(3):403-415
This study investigated the relations between teachers’ pedagogical beliefs and students’ self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers’ instructional behaviors and students’ engagement in learning from texts with instructional pictures were assessed by means of student ratings. Teachers’ beliefs about using texts with instructional pictures in their teaching were assessed by a self-report questionnaire. Results showed that the more teachers believed that students should be taught clear strategies on how to learn from texts with instructional pictures the more engagement was reported by their students. A multilevel mediation model showed that the association between teachers’ beliefs and students’ self-reported engagement was mediated by teachers’ perceived instructional behavior. 相似文献
10.
Rachel HeydonAuthor Vitae Rosamund StookeAuthor Vitae 《Teaching and Teacher Education》2012,28(1):11-20
This paper reports on a case study of teachers’ expressions of their literacy-related professional development needs in a First Nations school located in Ontario, Canada. The paper construes the work of the teachers as “border work” and argues that their literacy teaching work was complex and tied to an ongoing legacy of colonialism. Four interrelated themes are discussed. The paper recommends improving compensation and job security for educators in First Nations schools and supporting them to see themselves as knowledgeable professionals who can entertain sophisticated notions of literacy that consider its relationship to situation including culture. 相似文献
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This research study explores teachers’ specific emotions and the reconstruction of teachers’ professional self-understanding during a comprehensive school reform initiative. Through interviews and archival material, this study seeks to examine teachers’ specific emotions during critical incidents that occurred during the period of reform and to explore the reconstruction of their professional self-understanding. The findings illustrate that the teachers experienced fear and intimidation when their professional self-understandings were challenged. However, with the support of a literacy coach and university faculty they reconstructed these self-understandings, leading to improvements in student achievement and their own instructional practices. These positive changes led to emotions of pride and excitement. The study provides recommendations for state and local school administrators and highlights implications for future research. 相似文献
12.
As curriculum standardization escalates, teachers’ agency in relation to teaching to student diversity takes on increasing importance. This article draws from an international study that investigated the multicultural and antiracist teaching practices of 15 English teachers in two racially diverse schools, one in the United States, the other in Canada. Analysis of in-depth interviews and curriculum-related documents found that teachers’ agency was related to biographical elements of professional preparation, prior experiences with diversity, and generational status. The article reports on data from the United States school and offers recommendations for professional development and teacher preparation. 相似文献
13.
Differences in teachers’ comments on classroom events as indicators of their professional development 总被引：1，自引：0，他引：1
This study aims at identifying indicators of schoolteachers’ professional development by learning teachers’ perceptual and thinking capabilities of classroom events as reflected in their comments. The analysis of comments produced by novice and expert teachers on videotaped lesson activities, based mainly on the grounded theory strategy, revealed that expert teachers are more sensitive towards certain instructional events and to general teaching strategy used by the model teacher than novice teachers. The findings of this study might be useful for promoting student teachers’ professional sensitivity towards relevant features of classroom instruction and atmosphere in pre-service teacher education programs. 相似文献
14.
Ilse Ruys 《Teaching and Teacher Education》2011,27(7):1090-1100
This study explores the development of student teachers’ skills in implementing collaborative learning (CL) using a multilevel repeated measures design. Participants were 105 pre-service teachers that were trained in CL implementation. The results indicate that student teachers generally perform well in implementing CL. Further, it appears that these skills increase over time, although no linear growth can be found. Student teachers’ skills development appears to be positively connected with their general feeling of teaching efficacy. Surprisingly, training and students’ pedagogical knowledge have no significant impact. 相似文献
15.
Minna Uitto 《Teaching and Teacher Education》2012,28(2):293-301
This article employs a narrative approach in examining the intertwining of the personal and professional in teacher-student relationships. A total of 141 Finnish people of various ages wrote about their teachers; specifically, the article focuses on memories related to their teachers’ personal lives. Such memories illustrate the inevitable presence of teachers’ personal lives in schools and show how teacher-student relationships develop in private contexts during and after the school years. Teacher education should provide tools and means of supporting teachers to consider the personal and professional in teacher-student relationships. Nowadays, social media challenges teachers to reconsider these aspects. 相似文献
16.
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
17.
Employing the concepts of emotional labour and emotional rules, the present study explored the emotional rules governing teachers’ work in the context of Mainland China. This showed that teachers can be seen as emotional workers in teaching and there are four emotional rules for Chinese teachers’ feelings and emotional expressions. For Chinese teachers, teaching contains a salient component of “heart-consuming” labour (caoxin). They rationally instrumentalise their emotional experience and expression to follow the professional and ethical norms in teaching. Because of this, the nature of teachers’ emotional labour and emotional rules in the context of Chinese culture is discussed. 相似文献
18.
Paola Sztajn Amy J. HackenbergDorothy Y. White Martha Allexsaht-Snider 《Teaching and Teacher Education》2007
Despite increased attention in professional development to building communities of teachers, few studies have investigated the development of trust in these communities. This paper presents issues related to trust in a professional development project at an elementary school. The project aimed for school-based elementary teachers and university-based mathematics educators to work together to improve mathematics instruction at the school by developing a mathematics education community of learners, where learners were conceived of as both the teachers and the mathematics educators. This paper addresses the following question: What factors in the project supported the development of trust among mathematics educators and teachers as the community was formed? More specifically, the paper is about one aspect of trust, namely, building school-based elementary teachers’ trust in the university-based mathematics educators. We point to three factors that helped the development of trust and we use care theory to further understand and discuss these factors in the context of in-service teacher education initiatives. 相似文献
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This study examines the relations between school context variables and teachers’ feeling of belonging, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Six aspects of the school context were measured: value consonance, supervisory support, relations with colleagues, relations with parents, time pressure, and discipline problems. The participants were 2569 Norwegian teachers in elementary school and middle school. The data were analyzed by means of SEM analyses. All six school context variables were related to job satisfaction and motivation to leave the teaching profession. These relations were primarily indirect, mediated through feelings of belonging and emotional exhaustion. 相似文献