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1.
Working with diverse student populations productively depends on teachers and teacher educators recognizing and valuing difference. Too often, in teacher education programs, when markers of identity such as gender, ethnicity, ‘race’, or social class are examined, the focus is on developing student teachers' understandings of how these discourses shape learner identities and rarely on how these also shape teachers' identities. This article reports on a research project that explored how student teachers understand ethnicity and socio‐economic status. In a preliminary stage of the research, we asked eight Year 3 teacher education students who had attended mainly Anglo‐Australian, middle class schools as students and as student teachers, to explore their own ethnic and classed identities. The complexities of identity are foregrounded in both the assumptions we made in selecting particular students for the project and in the ways they constructed their own identities around ethnicity and social class. In this article we draw on these findings to interrogate how categories of identity are fluid, shifting and ongoing processes of negotiation, troubling and complex. We also consider the implications for teacher education.  相似文献   

2.

This article questions whether the teacher training standards, (Department for Education and Employment Circular 4/98) have made it more difficult for teacher educators to help student teachers to become critically reflective teachers. It is suggested that, following the introduction of the discourse of the three 'e's', efficiency, economy and effectiveness and the teacher training standards, teacher 'education' has been transformed into teacher 'training' within an ideology of technical rationality. Four classroom-based episodes are introduced to form the contexts through which the teacher education standards are interrogated. It is argued that these standards ignore important issues to do with equality in the classroom and the relationship between education and the state. Ideas are suggested for teaching sessions using the episodes to encourage the development of a critically reflective perspective amongst student teachers.  相似文献   

3.
《师资教育杂志》2012,38(3):197-217

Today, isolated practice is regarded by most educators, administrators and policymakers as an inadequate way of performing teachers' work. Most teachers and teacher educators embrace the current dominant discourse on the virtues of teacher collaboration, but these beliefs do not always materialize in the way programs of initial teacher education are organized and in the way student teachers experience their practice training. This paper examines this contradiction by analyzing the network structure and contents of teachers' professional interactions with student teachers and among themselves in two secondary-school English departments. The data show that despite the formal arrangements and the discourses favoring collaborative practice, the student teachers within the two departments were socialized into professional cultures that framed their views of themselves and of teaching in essentially isolated ways. The paper discusses implications of these results for studies of collaborative cultures in teaching and for the training of beginning teachers.  相似文献   

4.
《师资教育杂志》2012,38(3):333-335

Literature on professional development indicates that beginning teachers experience a kind of 'reality shock' in their first professional year. This paper reports an investigation aimed at bridging this gap by introducing aspects of reality shock into the practicum component of an initial teacher education programme. A new student-teaching element, 'The Individual and Independent Final Teaching Period (IFTP)' was developed. In this IFTP the student teachers act on their own for three months, supervised by means of 'long-arm' supervision (involving no classroom observation). The characteristics of the IFTP that contribute to the creation of realistic working situation within a teacher training programme that at the same time help to create a fruitful and guided learning situation are described. Actual short-term learning outcomes perceived by the student teachers and their supervisors are also discussed.  相似文献   

5.
Abstract

Research in teacher education is increasingly concerned with teachers' visions of education and their sense of calling, mission, and professional identity. Interviews with outstanding cooperating teachers focused on exploring their beliefs on teacher vision, and what makes a good teacher. The teachers were also asked to discuss their beliefs on whether vision—and the independence of spirit that a strong vision is thought to foster—is relevant in their work with student teachers. The teachers revealed a strong sense of why they teach and shared goals around several themes. They also maintained that reflection is key to developing a vision of education. Teacher education programs can support these teachers' views of quality education by developing conceptual frameworks that foster reflection and the development of a vision for education, particularly in the student teaching experience.  相似文献   

6.
《Africa Education Review》2013,10(2):309-330
ABSTRACT

Teacher educators in many countries share similar concerns as they aspire to improve education for learners and stimulate interest in further study and careers. The roles and professional development of school teachers have been researched, but little attention has been given to teacher educators. Using a small-scale, illuminative study in England and South Africa, this paper examines pedagogical implications of progression from classroom teacher to teacher educator-tutor. Systemic issues include attitudes to personal scholarship in moving to high stakes academic environments requiring research. In both countries, there were issues of student teachers’ subject knowledge and their capacity to translate knowledge for learners. South African teacher educators were concerned about student teachers’ lack of appreciation of the integrity of conceptual understanding and sequencing of topic content. Implications for the professional development of teacher educators and their role identities are considered.  相似文献   

7.
This paper provides a detailed analysis of student teachers’ lay theories of teaching, and teaching identities, and assesses their implications for student teachers’ and teachers’ professional development. Understanding the critically formative influences in student teachers’ lives and the extent to which these are reinforced, reproduced and recast in and through student teachers’ lay theories has major significance for initial teacher education and ongoing professional development of teachers. The paper draws together the threads of this analysis around issues of teaching identities, their formation, continuity, tenacity and openness to change and assesses, through a postmodern lens, their implications for professional development of student teachers, beginning teachers and experienced professionals.  相似文献   

8.
Abstract

Black male teachers are consistently positioned in teacher recruitment and teacher education discourse as the potential solution to a myriad of social and educational problems. However, the expectations of Black male performance are at times predicated on limiting and oppressive assumptions. In this qualitative study, the authors use the Black feminist tenet, heteropatriarchy, to examine the life histories of two Black male teacher candidates and one Black male teacher in order to convey the problematic relationship among racial and gendered stereotypes, professional identities, and classroom experiences. Our findings suggest that the expectations Black male educators perceive others to hold of them do not leave space for diverse expressions of racial, gendered, and sexual identities. We conclude by offering recommendations toward identifying and challenging themes of heteropatriarchy within the social, cultural, and professional expectations communicated to Black male teacher candidates and teachers.  相似文献   

9.
Empathy is theorized to improve the teaching effectiveness of teachers in urban and multicultural classroom settings. However, the field has few models useful for training and preparing teachers to cultivate empathy as a professional disposition. This study examines the academic, behavioral, and social/relational interactions of four White female high school teachers with their Black male students. Findings suggest that empathy, as a professional disposition applied by teachers to negotiate interactions with students, requires two phases of implementation. Phase 1 is the acquisition of new knowledge. Phase 2 is the strategic negotiation of that knowledge and interpretation of student feedback to make the necessary pedagogic adjustments in subsequent student–teacher interactions. Implications for teacher education and professional development are discussed.  相似文献   

10.
《师资教育杂志》2012,38(2):175-185

Two national reports published in 1986 marked the beginning of teacher education reform in the United States of America. Both of these reports proposed a twofold approach to teacher education reform: first, to enrich the professional education of teachers by eliminating undergraduate teacher certification programs and requiring graduate level training; and second, to change the structure of the teaching profession by replacing the existing undifferentiated system in which all teachers have the same rank with a two-tiered system in which lead teachers or career professionals would assume higher level responsibilities and receive higher salaries than regular teachers. A ten-year follow-up report identified some progress toward these goals of teacher education reform but criticised schools of education for not making greater efforts to connect their educational programs to elementary and secondary schools. The report argued specifically for professional development schools to link university schools of education to school systems. Most of the recent efforts to reform teacher education have adopted this approach. A particular focus has been the preparation of new and experienced teachers to educate an increasingly diverse student population.  相似文献   

11.
This paper presents findings from a qualitative study on teachers' negotiation of professional identity through talk with colleagues at an urban, public, Midwestern school in the United States. The purpose of the research was to identify discourse strategies the teachers used to negotiate local significances for their professional identities. Analysis and findings demonstrate that the teachers made and recognised identity bids to accomplish the professional identity of teacher as learner, using a range of discourse strategies, including two genres of reflective talk. Implications for our understanding of teachers as knowledge-producers and how this can inform teacher education and education policy are considered.  相似文献   

12.
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   

13.
ABSTRACT

Teacher attrition is a perennial problem in many countries around the globe. With attrition especially pronounced amongst early career teachers, efforts to retain and sustain these teachers have highlighted the importance of effective mentoring and support programs within schools. However, less is known about the perceptions and experiences of graduates of initial teacher education (ITE) programs who choose not to enter the teacher profession, therefore not benefiting from such mentoring and support, and subsequently being lost to the profession, potentially forever. Therefore, this paper reports on a qualitative case study that investigated the reasons why one group of graduates from an ITE program in Hong Kong chose not to teach. Using in-depth interviews and grounded in a theory of teacher identity construction, the results reveal how the participants struggled to construct their preferred professional identities, in particular during a teaching practicum, and the role this played in their decision not to enter the teaching profession. Implications for how teacher educators can better support preservice teachers as they struggle to construct their professional identities are considered and suggestions for future research are discussed.  相似文献   

14.
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   

15.
Public debates about the role of teachers and teacher performance place teachers at the center of a range of national and local discourses. The notion of teacher professional identity, therefore, framed in a variety of ways, engages people across social contexts, whether as educators, parents, students, taxpayers, voters or consumers of news and popular media. These highly contested discourses about teachers' roles and responsibilities constitute an important context for research on teachers and teaching, as researchers and educators ask how changes to the teaching profession affect teacher professional identity. This article investigates the identity talk of three mid‐career teachers in an urban, public school in the USA, to better understand how the teachers used language to accomplish complex professional identities. Research approaches to teacher identity often focus on teacher narrative as a key tool in identity formation. The analysis presented here extends our understanding of language as a resource in teacher identity construction by using discourse analysis to investigate how speakers use implicit meaning to accomplish the role identity of teacher. The analytical lens draws on an interdisciplinary framework that combines a sociological approach to teacher as a role identity with an investigation of language as a cultural practice, grounded in the ethnography of communication. The analysis focuses on how teachers use specific discourse strategies – reported speech, mimicked speech, pronoun shifts, oppositional portraits, and juxtaposition of explicit claims – to construct implicit identity claims that, while they are not stated directly, are central to accomplishing teacher as a role identity. The analysis presented here focuses on the particular implicit role claim of teacher as collaborator. Findings show that, in their identity talk, the teachers strategically positioned themselves in relation to others and to institutional practices, actively negotiating competing discourses about teacher identity by engaging in a counter discourse emphasizing teachers' professional role as knowledge producers rather than information deliverers, collaborative, rather than isolated, and as agents of change engaged in critical analysis to plan action. Awareness of how these counter discourses operate in the teachers' conversation helps us better understand the cultural significance of identity talk as a site for the negotiation of the significances for the role identity of teacher. In addition, the notions of role identity and implicit identity claims offer an accessible way to talk about the complexity of teacher identity, which can be helpful for increasing awareness of the importance of teacher identity in teacher education and professional development, and in bringing teachers' voices more prominently into the debates over education.  相似文献   

16.
《师资教育杂志》2012,38(2):127-138

This paper takes issue with the 'disabling' of students enrolled in teacher education courses, perpetrated by definitions of students' learning disorders and by the structures and pedagogies engaged by teacher educators. Focusing on one case, but with relevance for similarly affected systems, the paper begins by outlining the changed student entry credentials of Australian universities and their faculties of education. These are seen as induced by a shift from elite to mass provision of higher education and the particular effect on teacher education providers (especially those located in regional institutions) of the politics of government funding and the continuing demand for teachers by education systems. While these changed conditions are often used to argue an increased university population of students with learning disorders, the paper suggests that such arguments often have more to do with how student problems are defined by institutions and how these definitions serve to secure additional government funding. More pertinently, the paper argues that such definition tends to locate the problem in individual students, deferring considerations of teacher educators' pedagogy and the learning arrangements of their institutions. The paper concludes that the place to begin addressing these issues of difficulty would seem to be with a different conception of knowledge production.  相似文献   

17.
Abstract

The relationship between prior field experience and professional development has been frequently documented in teacher education (Denton, 1982; Calderhead, 1988). There is less research, however, which has explored the relationship between students' prior experiences and their initial images of teaching and professional development. This paper outlines some, findings from a UFC research project into experiential learning in higher education. It concentrates specifically on teacher education and focuses primarily upon the experiences of student teachers prior to their professional training. The paper examines the extent to which prior experiences influence students' images of teaching and professional development. It describes the nature of those experiences and explores the relationship between prior experience and students' preconceptions about professional development.  相似文献   

18.
ABSTRACT

This paper, drawing on data from a four‐year study of the governing bodies of 10 English schools, is concerned with the way in which lay members of governing bodies tend to downgrade the voice of professional educators, in particular the elected teacher governor(s). It is argued that the teacher governor's position is often undermined by a fundamental ambivalence on the part of many lay governors regarding the desirability of teacher involvement, the implication being that only lay governors, by virtue of possessing a ‘non‐partisan’, ‘common sense’ perspective on education, can act in the best interests of all concerned with the school. The questioning of teachers’ competence in the context of school governing bodies can be seen as part of a wider ‘discourse of derision’ surrounding the teaching profession. The discourse of derision can, however, take many forms and is capable of being resisted and replaced with alternative discourses.  相似文献   

19.
Abstract

Attitudes and perceptions of teacher behavior regarding students' gender roles were investigated. A questionnaire was administered to 221 Israeli teachers and responses were analyzed according to gender and education setting. Results indicate no extreme egalitarian or chauvinistic responses. In general, elementary school and female teachers gave more gender egalitarian responses to questionnaire items in comparison with male and secondary school teachers. Only 15% of teachers in this sample had attended courses on gender equality. Over 50% of teachers did not respond to the question concerning their school's gender policy. Those findings may reflect a relative lack of teacher awareness concerning the in-depth nature of gender stereotypes and their overall influences. Results may indicate compulsory courses and seminars on gender self-awareness during teacher training.  相似文献   

20.
This paper reports the results of a qualitative study that examined the perspectives of one group of teacher educators and pre-service teachers about a teaching internship in Hong Kong. Reflecting recent interest in both a practice turn in pre-service teacher education as well as teacher identity construction, the study uses in-depth interviews to reveal how both teacher educators and pre-service teachers construct the meaning of a teaching internship. The results suggest that two discourses dominate such meanings: the discourse of integration and the discourse of separation. The study not only reveals the presence of these discourses but, moreover, considers how their interplay provides affordances for and constraints upon the capacity of pre-service teachers to construct their professional identities during the teaching internship. This exploration suggests that this interplay can lead to identity conflict for pre-service teachers. Implications for overcoming such conflict in ways that support the construction of pre-service teachers’ professional identities are considered and suggestions for future comparative research discussed.  相似文献   

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