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1.
This article draws from two separate classroom-based studies of early career teachers that yielded overlapping findings about the diminished opportunities teachers and teacher educators have to construct sophisticated stories about the complexities of classroom life and the ongoing process of learning to teach. The teachers' stories represent the intersection of research, policy, and practice, illuminating contradictions between teachers' beliefs about teaching and what they were able to enact in their classrooms. These findings may be leveraged to support teacher educators to support teachers to create coherent narrative identities that help them creatively respond to problems of practice and contextual constraints. 相似文献
2.
Troubling identities: teacher education students' constructions of class and ethnicity 总被引：2，自引：0，他引：2
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
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4.
This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analysis of responses for the combined teacher sample (n?=?201) was carried out for each of the survey assessments. Significance testing for Chinese (n?=?107) and US (n?=?94) teachers revealed significant differences in teachers' motivation and perceptions of constraints at work and no significant differences for perceptions of students' motivation or their level of autonomy support for students. Chinese teachers' perceptions of constraints at work, work motivation, and perceptions of student motivation were found to significantly predict teachers' autonomy support. For the US teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of teachers (n?=?19) was interviewed and results showed that teachers in both countries reported that autonomy was important to their motivation and the quality of science instruction they provided to students. The primary constraints on teaching reported by the US teachers related to materials and laboratory space while the Chinese teachers reported constraints related to the science curriculum and standards. 相似文献
5.
《Studying Teacher Education》2013,9(3):311-328
This self-study investigated student teachers' perceptions of teacher educators modeling practices within a large lecture class in an initial teacher education program. It also studied factors that affected student teachers' developing ideas and practice. Phase 1 collected data from student teachers through focus group interviews and course and teaching evaluations, as well as data from lecturers. Phase 2 collected further qualitative data from teacher educators to inform questions arising from Phase 1 findings. While student teachers' perceptions of critically reflective processes and teaching models modeled by lecturers were varied, they affirmed the positive value of lecturer modeling. Data highlighted gaps between lecturers' intentions and the student teachers' perceptions. Data confirm that effective modeling is difficult to achieve, particularly in large lectures. Student teachers were challenged by the demands of engaging critically with new content while also being attentive to modeling. Recommendations include explicitly unpacking our teaching practices, using training strategies to support student teachers in developing the ability to reflect critically, and increasing opportunities for student teachers to practice various teaching models and strategies. 相似文献
6.
In this article, we discuss teachers' reflections on the relation between teaching and care in the two most gender-segregated sectors of vocational upper secondary education in Finland, namely Health and Social services and Transport and Technology. We first discuss the concepts around education, teaching, taking care for and caring about students, using theoretisations of care and feminist pedagogies. Using teacher interviews and field notes, we then analyse teachers' ambivalence about care work in the context of teaching, placing special emphasis on care as a gendered task, and then discuss the ‘moral panic’ or ‘worry speech’ about young people in vocational education from the perspective of caring about. The findings are reflected through earlier studies in lower secondary schools. We argue that even if teachers in vocational education, especially male teachers, tend to feel awkward about caring work, they cannot avoid it, and they do care about their students and regard care as a general responsibility. 相似文献
7.
This collective case study examines how two teacher candidates' digital story projects created in literacy methods courses made visible their negotiated and evolving visions of teaching and learning. The digital stories were created to show and describe their future literacy classrooms. Using metaphoric analysis, the researchers uncovered the implicit metaphors of teachers and students present in each of the teacher candidates' digital stories. Looking across these metaphors, tensions and alignments between how the teacher candidates envisioned the role of teacher and the role of student and how these relate to prominent models of education including Industrial and Inquiry models are apparent. Implications for practice include modifications made to literacy methods courses to support teacher candidates to begin the negotiation of their professional identities as they explore multiple experiences of teaching and learning. These modifications include: (a) prompting teacher candidates to see themselves as readers, writers, and inquirers; (b) modeling and experiencing inquiry in teacher education coursework; and (c) providing opportunities for teacher candidates to experience purposeful tensions within their teacher education classes. 相似文献
8.
Vanessa Rodriguez 《Mind, Brain, and Education》2013,7(2):77-85
The teaching brain is a dynamic system that is in constant interaction with the learning brain. If we fail to explore the teaching brain we will continue to design educational reform policies that ignore the most important lens in the classroom: the teachers'. Master teachers recognize their perspective and leverage their teaching brains to embody a systems thinking view of their practice. If all teachers were taught how to recognize themselves as self‐created, organized systems existing within the larger teaching–learning interaction, they would understand how their context and intentions affect the teacher–student interaction. Education reform must acknowledge and understand more about the teaching brain, how master teachers practice systems thinking and the mutually interacting brains of teacher and student if we hope to truly improve how we educate children. 相似文献
9.
Soh Kay-cheng 《Asia Pacific Journal of Education》1989,10(2):86-89
In recent years, a growing number of studies have shown that teachers' sense of efficacy is a powerful predictor of teacher effectiveness. The construct of teacher locus of control or perceived teacher efficacy is defined as the teachers' beliefs or conviction that they can influence how well students learn and how they behave (Guskey, 1981; Rose & Medway, 1981; Taylor et al., 1981). It has also been found that teachers who place a high value on teaching tend to take greater personal responsibility for their own actions and their students' performance (Ames, 1982; Brookover & Lezotte, 1979). The concept of personal responsibility for student performance and behaviour may be extended to include responsibility for other aspects of school work and to attitude towards responsibility in general within the school context. 相似文献
10.
Becky Atkinson 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):98-121
A student teacher group's conversation about teacher clothing as reflective of certain kinds of reprehensible or desirable teacher identities provoked the writing of this article. I use a feminist poststructuralist analysis to explore the three categories of women teachers' dress suggested by the student teachers as signifiers of women teachers' subjectivities discursively produced within the contexts of schooling. The article also challenges the three categories as constructions produced by this student teacher group in their positionality as young, White, middle-class, heterosexual female novice teachers in the Southeast region of the United States. This inquiry highlights the limitations and constrictions of women teachers' institutionalized subjectivities and suggests ways in which these limitations and constrictions offer sites for resistance, specifically in relation to clothing choices that shape and reflect a feminine teacher body. 相似文献
11.
Shihkuan Hsu 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):307-318
Background Student teachers struggle with a wide range of problems because they are lacking professional knowledge, inexperienced in dealing with colleagues and students, and unfamiliar with school environments. It is essential for the survival of student teachers to establish supportive relationships for professional and personal help. Traditional support mechanisms for student teachers, such as cooperating teachers and university supervising teachers, often fail to provide the needed help. Analysing student teachers' help-seeking behaviour provides an avenue to explore the support they received. Purpose The study investigates how student teachers seek assistance. Using a Help-seeking behaviour questionnaire, student teachers' critical problems and their efforts to find assistance are examined. Sample The participants were 40 student teachers in a secondary education teacher certificate programme at a university in Taipei, Taiwan. The participants belonged to a class of about 100 student teachers who did their internships at local junior and senior high schools. The participants were teaching in eight subjects, and about two-thirds were female. Every student teacher was assigned a supervising teacher from the university and a cooperating teacher at the placement school. Design and methods The questionnaire asked the student teachers to pick a critical problem that they had encountered during the previous week. They were asked to describe the problem, whom they asked for help, how many times and through which communication channel the help was provided. The questionnaire was administered during March and May 2001. Critical problems were sorted into categories. Frequencies and percentages of the help-seeking instances were accumulated for different people and problem categories. Results Some student teachers requested help many times; others made a limited number of requests. The number of requests ranged from 1 to 38 per problem, with an average of 12 requests per problem. Among the requests for help (n = 935), only 2% were directed to university supervisors. The student teachers sought help from the cooperating teacher 15% of the time, and 41% of the time they asked student teacher peers for assistance. About 90% of the communication was face to face, 9% was by phone and 1% was by email. The largest number of requests dealt with problems of individual students (19%). The second and third largest problem categories were administration and policy issues (16%) and lack of spare time (15%). Conclusions Peer support should be cultivated in teacher training programmes because peer student teachers' help was most frequently sought. Cooperating teachers and university supervising teachers' communication with student teachers can be improved. Various ways of contacting student teachers can be encouraged, but face-to-face communication must still be supported. It is important to keep finding new ways to assess the effectiveness of student teacher support. The results of the Help-seeking behaviour questionnaire can be used to examine the impact of programmes to improve student teaching. 相似文献
12.
The study describes teachers' collective work in which they developed deeper understanding of their own students' mathematical thinking. Teachers at one school met in monthly workgroups throughout the year. Prior to each workgroup, they posed a similar mathematical problem to their students. The workgroup discussions centered on the student work those problems generated. This study draws on a transformation of participation perspective to address the questions: What do teachers learn through collective examination of student work? How is teacher learning evident in shifts in participation in discussions centered on student work? The analyses account for the learning of the group by documenting key shifts in teachers' participation across the year. The first shift in participation occurred when teachers as a group learned to attend to the details of children's thinking. A second shift in participation occurred as teachers began to develop possible instructional trajectories in mathematics. We focus our discussion on the significance of the use of student work and a transformation of participation view in analyzing the learning trajectory of teachers as a group. 相似文献
13.
In this article, we investigate first-year student teachers’ teacher identities through their practical theories and ask what these practical theories reveal about their emerging teacher identities? This study approaches teacher identity from a dialogical viewpoint where identity is constructed through various positions. The empirical part of this study analysed the practical theories of 71 first-year student teachers in order to determine what kinds of positions are involved in their teacher identity at the beginning of their teacher education and what positions are emphasised. The results showed that when student teachers begin their teacher education, the majority of positions concern didactical issues, that is, how to promote pupils’ studying and learning processes. In addition, student teachers’ teacher identities as teachers strongly emphasise the moral nature of teaching. Contextual issues about school and society and matters related to content, such as the curriculum, had little representation in first-year student teacher identities. On the basis of the results, the role of teacher education is considered in the process of promoting development of student teachers’ teacher identity during their studies. 相似文献
14.
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
15.
Marcelle Haddix 《理论付诸实践》2015,54(1):63-70
The goals of teacher education must evolve beyond the teaching of strategies and methods toward a process for beginning teachers' critical interrogation of their social locations and the ways they engage with the realities of teaching and learning. One way that this is accomplished is by incorporating opportunities for community engagement beyond classroom walls in ways that employ teaching practicum experiences in K–12 classrooms. This article describes one teacher educator's experiences preparing secondary English and literacy preservice teachers enrolled in a Teaching Writing Course where students participate in the coordination and facilitation of a community writing event for local middle and high school students. Preservice teachers witnessed writing instruction and youth writing practices that thrived in an educational partnership among multiple stakeholders, including students, parents, teachers, administrators, university professors, and community youth liaisons. Then I share examples of students' reflections post-Writing Our Lives experiences to demonstrate their emerging understanding of the role of community engagement in their development of teacher identities. 相似文献
16.
This study further extends a conceptual framework that explores science teaching as a “practice” not reducible to the application of formal knowledge, but as informed by teachers' practical‐moral knowledge. A hermeneutic model was developed to examine practical‐moral knowledge indirectly by investigating teachers' commitments, interpretations, actions, and dialectic interactions between them. The study also aimed to analyze teachers' actions in terms of their interpretations and commitments as they realize “internal goods” of their practice. Ethnographic case studies of three science teachers were conducted through classroom observation, in‐depth interviews and dialogues, and artifact analysis. A commitment of preparing students for national exams was common to the three teachers but was manifested differently in classroom practices. This commitment originated from interpretations about the duty of “good” teachers not letting students and schools down. Other emergent commitments were commitments: to conceptual understandings, to “challenge” learners, and to social modeling. We present each with associated interpretations and actions. The concepts of practical wisdom (phronesis) and gap closing are used to characterize teachers' practical knowledge and its development respectively. Implications for teacher education are discussed. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 929–951, 2010 相似文献
17.
Sue Smedley 《Changing English: An International Journal of English Teaching》2006,13(1):125-135
This article is about teaching undergraduate student primary school teachers and is concerned with the pedagogical approaches that will support students as they move into the culture of the primary school and learn a professional identity as a teacher of young children. The paper draws on data from interviews with men student teachers, who, as a numerical minority, are in a context which obliges them and me to notice their gendered identities. What teaching approaches might help students to notice the assumptions shaping their perceptions and others' perceptions of them? How might the process of ITT suggest to student teachers that alternatives are possible? What sort of teacher/student relationship and interaction could help students to rethink themselves as teachers? Active encounters, detail, sensitivity and difference are put forward as important themes to underpin a pedagogy for primary Initial Teacher Training which prioritises conversations and relationships. 相似文献
18.
Eeva Kaisa Hyry-Beihammer Katri Jokikokko Minna Uitto 《British Educational Research Journal》2019,45(6):1124-1139
This article addresses emotions involved in encountering classroom diversity as appearing in beginning teachers’ stories. Previous research has pointed out that teachers’ emotions related to growing classroom diversity are seldom addressed, although increasing classroom diversity has been distinguished as a significant emotional challenge for teachers. In this article, teachers’ work is viewed as relational and moral work, in which emotions are inherently present. We conceptualise emotions as simultaneously social and individual. Instead of predefining the term ‘diversity’, we are interested in what kind of classroom diversity seems to become meaningful in teachers’ stories. The data consists of narrative interviews with seven Finnish beginning teachers. The findings illustrate how, in beginning teachers’ stories, students are both categorised and approached as unique individuals. Furthermore, the findings show diverse ways that emotions are present in teachers’ stories about classroom diversity, and how the working community also affects teachers’ emotions. We argue that teachers’ stories related to emotions and classroom diversity can be interpreted as moral negotiations, in which teachers’ own values and ideas of teaching are challenged. The findings of this article may add understanding of teacher–student relationships in diverse classrooms, and are also significant for teacher educators and teacher education programmes. 相似文献
19.
Knut A. Christophersen Eyvind Elstad Are Turmo 《Scandinavian Journal of Educational Research》2016,60(2):240-254
This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching. 相似文献
20.
Teresa Cremin Debra Myhill Ian Eyres Tricia Nash Antony Wilson Lucy Oliver 《Literacy》2020,54(2):49-59
In the context of renewed interest in teachers' identities as writers and the writers as artist‐educators, this paper reports upon the findings of “Teachers as Writers” (2015–2017). A collaborative partnership between two universities and a creative writing foundation, the study sought to determine the impact of writers' engagement with teachers on changing teachers' classroom practices in the teaching of writing and, as a consequence, in improving outcomes for students. The project afforded opportunities for writers and teachers to work together as learners in order to improve student outcomes. The study involved two complementary datasets: a qualitative dataset of observations, interviews, audio‐capture (of workshops, tutorials and co‐mentoring reflections) and audio‐diaries from 16 teachers; and a randomised controlled trial (RCT) involving 32 primary and secondary classes. The findings reveal that the teachers' identities and assurance as writers shifted significantly. The Arvon experience also led to pedagogic shifts which the students reported impacted positively upon their motivation, confidence and sense of ownership and skills as writers. However, these salient dispositional shifts did not impact upon the young people's attainment. The professional writers gained new understandings which substantially altered their conceptions of writers' potential contribution in schools. 相似文献