共查询到20条相似文献，搜索用时 250 毫秒
1.
Organizational learning and program renewal in teacher education: A socio-cultural theory of learning, innovation and change 总被引：1，自引：0，他引：1
Pressures for change in the field of teacher education are escalating significantly as part of systemic education reform initiatives in a broad spectrum of economically developed and developing nations. Considering these pressures, it is surprising that relatively little theoretical or empirical analysis of learning and change processes within teacher education programs has been undertaken. In this paper, we illustrate some ways in which contemporary socio-cultural learning theory may be used as a lens for addressing these issues. Using a theoretical framework developed by Harré [Harré, R. (1984). Personal being: A theory for individual psychology. Cambridge, MA: Harvard University Press], we show how processes of individual and collective learning led to changes in a teacher education program observed over an eighteen month period of time. Important innovations in program practice were generally found to have their sources in the creative work of individual faculty. However program level changes required negotiation of new ideas and practices within small groups of faculty, and with the larger collective of the program. We conclude that the Harré model, and the socio-cultural learning theories from which it is derived, may offer a useful theoretical framework for interpreting complex social processes underlying organizational renewal, innovation, and change. 相似文献
2.
A multifaceted approach to teacher induction 总被引：1，自引：0，他引：1
The purpose of this study was to determine the implementation and effectiveness of the components of two middle school induction programs through the perceptions of three participant groups – new teachers, mentor teachers, and principals. Effectiveness was defined as a systematic processes embedded in a healthy school climate that met new teachers' personal and professional needs. Data indicated that each element of the induction program – principal and new teacher interaction; mentor teachers; collaborative structures; professional development; and new teacher orientation – met different needs of the new teacher. This multifaceted approach appeared to effectively support new teachers. 相似文献
3.
Most public school teachers in the United States now leave the classroom before reaching retirement. Research on teacher attrition has tended to focus on novice teachers, using human capital or organizational theories to understand trends in teacher exit. This study examines the accounts of certified, experienced teachers who left teaching after making significant investments in the career. The accounts of these invested leavers are examined through a lens of resistance, illuminating issues of power as well as the ideals of teaching that may be expressed through the decision to leave. 相似文献
4.
New teachers are often required to go through an induction program in order to become fully certified. Induction programs are varied and the overall picture regarding their implementation is uneven. The present paper addresses the gap between program policy and implementation regarding various aspects of the Israeli teacher induction program. Data obtained from program documents, interviews, questionnaires, and observation in a large-scale formative evaluation revealed discrepancies between intentions and implementation regarding all program components. Implementation difficulties are discussed mainly in relation to obstacles inherent in the education system. 相似文献
5.
Preparing preservice teachers to make instructional decisions: An examination of data from the teacher work sample 总被引：1，自引：0，他引：1
Frank Kohler John E. Henning Jaime Usma-Wilches 《Teaching and Teacher Education》2008,24(8):2108-2117
The purpose of this American study was to examine student teachers’ ability to make instructional decisions as they engaged in teaching. We examined the narrative accounts provided by 150 student teachers within their teacher work samples (TWSs). Results indicated that most student teachers were able to implement some aspects of instructional decision making, such as noting a specific difficulty with student learning and making an on-the-spot adjustment in their instruction. However, other elements of instructional decision making were less likely to be implemented. For example, student teachers relied on a limited range of formative assessment strategies and instructional modifications, and very few provided a sound rationale for their choice of modification. These results suggest that novice teachers may benefit from more opportunities to reflect and critique upon authentic learning experiences as they complete their teacher preparation programs. Finally, the TWS appears to represent a viable method for examining the instructional decisions of student teachers. 相似文献
6.
Recent studies do not find consistent relationships between teacher degree, major, and certification, and PK outcomes (Early, D. M., Bryant, D. M., Pianta, R. C., Clifford, R. M., Burchinal, M. R., Ritchie, S., et al. (2006). Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? Early Childhood Research Quarterly, 21, 174–195; Early, D. M., Maxwell, K. L., Burchinal, M., Bender, R. H., Ebanks, C., Henry, G. T., et al. (2007). Teachers’ education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs. Child Development, 78, 558–580), raising questions about the impact of the degrees and certifications of PK teachers on children's learning. The researchers note that these findings do not support the conclusion that teacher education does not matter for children's learning. However, they do not provide specific directions for policymakers who decide on the minimum requirements for teacher qualifications in PK programs. This commentary raises issues for researchers and policymakers about whether PK is part of a K-12 educational continuum, how teachers are prepared to teach, how research is designed to inform policy, and the importance of developmental science in policy-relevant education research. As part of a future PK-16 education system, we propose that the BA be the entry requirement for PK as it is for K-12 teachers, followed by professional education combined with extensive classroom experiences. 相似文献
7.
Teachers “in the making”: Building accounts of teaching 总被引：1，自引：0，他引：1
In this paper, mentoring practices during internship in teacher education are identified as boundary activities between schools and universities. By using the notions of common places and accounting practices, the emerging discourses of student teachers and mentors in a Norwegian school are explored to expand our understanding of how conceptual, practical and contextual resources are used to construct justified accounts of experiences. The results of this study indicate that during internship the student teachers learn ways of seeing, representing and talking about their experiences that are deemed relevant within the school's practice, using and transforming resources accordingly. 相似文献
8.
9.
Literature has shown that on-the-job professional development programs are most beneficial when they are long-term, focused on students’ learning, and linked to the curricula. We hypothesized that the higher the control teachers have over job professional development processes, and the greater the resemblance of these processes to the typical teaching culture in classrooms, the greater the teachers’ satisfaction with job professional development processes. The findings of this study demonstrate that the main factors affecting teachers’ satisfaction with the instructional programs are related to their desire to maintain instructional processes “close to home”, and to shape these processes in accordance with their needs and expectations. The implications of the study are discussed with relation to decision-makers in the school setting and at the local authorities’ level. 相似文献
10.
The presence of career change students in teacher education programs is neither new nor unusual. Despite this, there is a lack of research into the experiences of such people as student teachers. In this paper, the experiences of one career change student teacher, Michelle, and the ways in which she constructed her new professional identity as a student teacher, are examined. Using the theoretical framework of learning and identity within communities of practice developed by Lave and Wenger (1991) and the notion of career change student teachers as expert novices, Michelle's experiences are examined in detail to gain a greater understanding of how, as a career changer, she ‘became’ a student teacher. The research on which this paper is based found that as a career change student, Michelle needed to reconcile her various identities in order to construct her new professional identity in the context of teacher education. Findings were analysed and discussed with reference to Lave and Wenger’s (1991) framework of legitimate peripheral participation and Wenger’s (1998) communities of practice, and with recourse to the relevant literature. 相似文献
11.
The purpose of this review article was to examine the methods used for the selection of teachers for employment and prospective teachers entering initial teacher education (ITE) programs, and to assess the predictive validity of these methods. We reviewed 32 studies reporting selection methods administered in high-stakes conditions and that included an external (not self-reported) teacher effectiveness outcome measure. The overall effect size was small but significant (r = 0.12, p < .001). Moderator analyses showed that academic and non-academic predictors were both significantly associated with teacher effectiveness measures and that effect sizes were small (but significant) for selection into employment and ITE. We conclude the review by proposing a research agenda that has the potential to enhance educational outcomes by improving the selection of prospective teachers. 相似文献
12.
We cite four disconnections among teacher education programmes, research on teaching, and programme assessment that contribute to a paucity of systematically collected evidence and the inability of teacher educators to fully address the “outcomes question” [Cochran-Smith, M. (2003). Assessing assessment in teacher education. Journal of Teacher Education, 54, 187–191] now central to the conduct and future of teacher education programmes. To reduce those disconnections, we present the Development, Research, and Improvement model of programme assessment [Metzler, M. W., & Tjeerdsma, B. L. (1998). PETE program assessment within a development, research, and improvement framework. Journal of Teaching in Physical Education, 17, 468–492] that has guided a comprehensive, longitudinal, and research-based assessment project at Georgia State University in the United States for 13 years. We situate this work in the framework of Self-Study of Teacher Education, now gaining attention worldwide as a legitimate approach to bridging the methodological and evidentiary gap between teacher education programmes, research on teaching, and programme assessment. Examples of data collected in the longitudinal programme are described, along with illustrations of how those data have guided decisions about our teacher education programme, and how those findings can add to the empirical knowledge in teacher education. 相似文献
13.
Lifelong learning's (LLL) cornerstones are laid at school. Especially teachers' behaviour is central. As of yet, there is no instrument to measure teachers' efforts in promoting aspects associated with LLL within their students. We present a new interview to measure teachers' competence concerning this matter. To illustrate possible results, we interviewed N = 40 teachers. While teachers did very well in arousing interest in a new topic, they did worse in supporting students while planning. The LLL Interview is a promising new instrument that allows for identifying which aspects related to LLL need more attention. 相似文献
14.
Most public school teachers in the United States now leave the classroom before reaching retirement. This study examined the accounts of certified, experienced teachers who left teaching after making significant investments in the career in order to better understand their exit decisions. Anecdotes told by these invested leavers as they described their career were examined through a narrative lens. The analysis indicated a shift in perspective: as the teachers moved through their career, the primary sources of frustration for these former teachers switched from students to adults. 相似文献
15.
This paper illustrates the experiences of novice teachers through self-reflection by a teacher trainer. It shows how novice teachers recognize deficiencies in their professional capacity, the coping strategies they adopt and implications for teacher training. As teacher trainers we should know why novice teachers say ‘I wish they had taught me about…’ or ‘how lucky I am to have been taught this.’ The paper accounts for the initial experiences of novice teachers in their first school and clarifies how they address their own self-improvement. It shows how novice teachers engage in meaning making as they connect theory and practice in the classroom. It also illustrates how within one component of a teacher training programme a veteran teacher-trainer learnt from novices whose experiences enabled practical theories to be recognised. The evidence highlights potential areas of criticality in teacher education programmes in the real-world of teaching. 相似文献
16.
Deborah L. Schussler Inge R. Poole Tracy W. Whitlock Carolyn M. Evertson 《Teaching and Teacher Education》2007
This paper presents a model—hypertextual function—to consider teachers’ thinking, practice, and development in the use of technology. Hypertextual function is a multi-dimensional model linking a teacher's knowledge about students (familiarity) and technology (facility), with a teacher's teaching practice of integrating technology with content (transparency) and across disciplines and experiences (connectivity), and a teacher's sense of support (collegiality). Additionally, a teacher's context affects each of these. Such a model is important as technology becomes more pervasive and integrating technology into classrooms adds another layer of complexity to teaching. Case studies and graphic representations of the proposed model are presented. 相似文献
17.
When teachers believe that students' abilities are fixed, their students' motivation, well-being, and performance tend to suffer. While many interventions have been developed to reduce these so-called fixed mindsets in students and increase the belief that abilities are malleable (i.e., a growth mindset), there are no cost-effective, scalable interventions targeting teachers' mindsets. To address this need, we developed a brief intervention consisting of a reflection task in which teachers thought and wrote about their mission as educators. Two experiments with preservice teachers (total N = 576) revealed that this brief intervention increased their growth mindsets (meta-analytic d = 0.25). This increase did not dissipate over the course of a week (meta-analytic d = 0.26), suggesting the intervention's effects are not ephemeral. Although more work is needed to establish the robustness and generalizability of this intervention's effects, it may ultimately become a useful tool for teacher education programs. 相似文献
18.
Ronald A. Beghetto 《Thinking Skills and Creativity》2007,2(1):1-9
The purpose of this study was to examine prospective middle and secondary teachers’ preferences for unique versus relevant student responses during classroom discussions. Results indicate that, on average, prospective teachers (N = 70) preferred relevance to uniqueness in student responses. In addition, results of regression analysis indicate that prospective teachers’ preference for unique responses varied as a function of grade level and academic subject area. Finally, analysis of written explanations revealed nuanced reasons for prospective teachers’ preferences ranging from viewing unique responses as potentially distracting to viewing any response as acceptable because of a desire to encourage student participation. Implications for future research and teacher education are discussed. 相似文献
19.
An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning 总被引：1，自引：0，他引：1
Examination of prospective teachers’ beliefs about teaching and learning on entry to teacher education programs, and tracking the development of these beliefs in light of academic and field-based experiences, is a critical task for teacher educators. The study examines metaphor construction as a tool to gain access to, and promote the development of, prospective teachers’ beliefs through the incorporation of reflective activities that integrate academic and field-based experiences. Specifically, this research examines how metaphorical representations of preservice elementary teachers’ in the United States and Europe changed and examines the factors influencing the development of beliefs and the modification of metaphors. 相似文献