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1.
Han Leeferink Maaike Koopman Douwe Beijaard Gonny L. M. Schellings 《Teachers and Teaching》2019,25(1):69-89
ABSTRACTThis study reports on how student teachers learn in the workplace. Data from 10 student teachers were collected by means of digital logs and in-depth interviews. By reconstructing data into stories and unravelling these stories, it became clear that the learning process of each student teacher was dominated by one specific theme, such as student-centred teaching or creating a positive learning climate. These themes could be typified as professional identity themes, because all appeared to be both personal and professional. Five student teachers experienced their workplace learning process as continuous: they integrated their teaching experiences relatively easily into their personal conceptual framework. The other five experienced their workplace learning process as discontinuous: they experienced tensions caused by frictions between personal and professional aspects of becoming a teacher. Both types of learning can stimulate and hinder student teachers’ professional development. The findings indicate that reconstructing data into stories and unravelling these stories is a useful technique for understanding student teacher workplace learning as a result of the interaction between personal and professional aspects of becoming a teacher. 相似文献
2.
Miriam Hirsch 《Journal of Jewish Education》2017,83(4):367-392
This article is based upon a qualitative research study that examined 95 school stories written by Jewish female teacher candidates in an undergraduate education course. Many candidates wrote inspirational or humorous stories about growth and development or a special teacher. However, over one third of the narratives described painful Jewish day schooling episodes with insensitive teachers, stinging rebukes, or public shaming. The findings argue for the enhancement of Jewish educator preparation with attention to professionalization of classroom management and interrogation of assumptions from schooling biographies. This study challenges teacher educators in the liminal space of educator preparation as teacher candidates shift from personal lived schooling experience into professional practice. 相似文献
3.
Telling and writing personal stories is a powerful means of fostering teachers' professional growth. However, little attention has been paid to the professional and personal growth of teacher educators/researchers who engage with students and research participants in personal storytelling and autobiographical writing. This article explores the contribution of writing to the development of personal narratives of practice among teacher educators/researchers, and considers the potential of the writing workshop as a space where diverse voices can find expression. Drawing on phenomenological and narrative methods, we examine work with both pre-service and experienced teachers, describing the ways that space was created for a 'dialogue within difference' where participants could express themselves fully. The main questions addressed are: how does personal writing enable teacher educators to understand the experience of students; how do we as teacher educators/researchers learn about ourselves through the mirror of our students' writing and our response to it; and how do the institutional contexts of university and college affect the processes by which stories are told, reflected on and re-storied? 相似文献
4.
This study presents an exploration into facilitation practices of teacher professional development networks. Stimulating networked learning amongst teachers is a powerful way of creating an informal practice‐based learning space driven by teacher needs. As such, it presents an additional channel (besides more formal traditional professional development initiatives) for teacher education and sustained professional development. This study describes a set of challenges facilitators of teacher networks encounter and presents ways to overcome them. Successful facilitation is the cornerstone for vital teacher networks in which they share knowledge and develop their practice. 相似文献
5.
Christine Savvidou 《Teachers and Teaching》2013,19(6):649-664
This study shows how a group of English language lecturers use storytelling as a form of professional dialogue. The aim of the study is to highlight the dialogic role of storytelling in supporting the construction of lecturers' professional knowledge and not to identify lecturers' professional knowledge. In a professional development project, 12 lecturers created digital stories about their experiences of professional development. These stories were shared with colleagues who then responded with their own digital stories. A narrative framework was used to analyse stories for the types of connections lecturers made between stories. Five dialogic processes were identified: connecting, echoing, developing, questioning and constructing. Excerpts of stories are used to demonstrate how lecturers construct professional knowledge through storytelling. The study concludes by outlining the potential and limitations of storytelling as an approach to professional development and proposes further research into the dialogic capacity of storytelling in a professional development context. 相似文献
6.
Emmy Vrieling Antoine van den Beemt Maarten de Laat 《Studies in Continuing Education》2019,41(1):76-93
It is increasingly recognised that social learning by teachers can stimulate professional development. In this study, we search for the social behaviour patterns which can act as a catalyst for professional development, with an explicit focus on student teachers’ learning. Based on the ‘Dimensions of Social Learning (DSL) Framework’, including 4 dimensions and 11 indicators of social learning, the present study explores the social configuration of one network of primary teachers (n?=?12), student teachers (n?=?12) and teacher educators (n?=?2). Two research questions guide this exploration: (1) What patterns of social behaviour in teacher networks are likely to lead to professional learning? (2) What network facilitation guidelines can be discerned to assist teachers and teacher educators wishing to optimise student teachers’ professional development? Data collection consisted of video recordings, reflective notes and semi-structured interviews with network members. The findings paint a picture of how social learning in teacher networks is related to the group’s social configuration. Observation criteria and student facilitation guidelines are suggested to support professional development within teacher networks. For each dimension in the DSL Framework, one point of attention is discerned to optimise students’ learning in teacher networks. 相似文献
7.
Building teacher identity with urban youth: Voices of beginning middle school science teachers in an alternative certification program 总被引：1，自引：0，他引：1
Teacher identity development and change is shaped by the interrelationship between personal biography and experience and professional knowledge linked to the teaching environment, students, subject matter, and culture of the school. Working from this framework, this study examines how beginning teacher interns who are part of an alternative route to teacher certification construct a professional identity as science educators in response to the needs and interests of urban youth. From the teacher interns, we learn that crafting a professional identity as a middle‐level science teacher involves creating a culture around science instruction driven by imagining “what can be,” essentially a vision for a quality and inclusive science curriculum implicating science content, teaching methods, and relationships with their students. The study has important implications for the preparation of a stronger and more diverse teaching force able to provide effective and inclusive science education for all youth. It also suggests the need for greater attention to personal and professional experience and perceptions as critical to the development of a meaningful teacher practice in science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1044–1062, 2004 相似文献
8.
ABSTRACTIn this paper, we focus on questions around who we are as teacher educators as well as our responsibilities in helping pre-service teachers compose forward-looking stories as they prepare to begin teaching. We draw on the results of two studies in this paper: one a semi-structured interview study with 55 second- and third-year teachers in two Canadian provinces and one narrative inquiry into the experiences of early career teacher leavers. These studies showed how early career teachers’ stories to live by fuel their desires to become teachers. Teaching was a way to try to live out and sustain their stories to live by, that is, participants continued to live out their stories to live by shaped in early personal knowledge landscapes and embodied in their personal practical knowledge. We also learned that when teachers could not sustain their stories in the professional knowledge landscapes, their stories to live by shifted to stories to leave by, and they left teaching. 相似文献
9.
David Allen 《Teachers and Teaching》2016,22(1):70-83
The use of teacher peer groups is a prevalent strategy for school-based professional development and instructional improvement. Facilitation of such groups is an increasingly vital dimension of teacher leadership as a component of school improvement efforts. Drawing on a qualitative study of facilitation of teacher peer groups, the article investigates how teacher leaders integrate experiences from different domains of life in constructing a unique facilitator identity. Focusing on portraits of three teacher leaders, it demonstrates how teachers relate experiences outside of teaching, including academic experiences, other professional experiences, and social experiences, to the skills and orientation necessary for effective facilitation. The article argues for attention to reflexive practices of identity formation in the preparation of teacher leaders as facilitators and in the ongoing development of teacher leaders who already function as facilitators. 相似文献
10.
Cathy Burnett 《Literacy》2009,43(2):75-82
In contributing to debates about how student‐teachers might draw from personal experience in addressing digital literacy in the classroom, this paper explores the stories that one primary student‐teacher told of her digital practices during a larger study of the role of digital literacy in student‐teachers' lives. The paper investigates the ‘recognition work’ this student‐teacher did as she aligned herself with different discourses and notes how themes of ‘control’ and ‘professionalism’ seemed to pattern her stories of informal and formal practices both within and beyond her professional education. The paper calls for further research into how student‐teachers perceive the relevance of their personal experience to their professional role and argues for encouraging pre‐service and practising teachers to tell stories of their digital practices and reflect upon the discourses which frame them. 相似文献
11.
We draw on data collected by two researchers in two projects, one with an experienced and one with a novice teacher. We highlight connections between the teachers’ personal narratives and their professional practice. We describe educational settings and instructional practices that enabled the two teachers to recognise fragile stories in their personal and professional lives. As participant observers, through interviews and in an exchange of narrative accounts, we helped the teachers strengthen their fragile stories and witnessed a process of change in which the teachers structured their lives in such ways that safeguarded authenticity and congruency with important personal issues. 相似文献
12.
A Vygotskian perspective on teacher education 总被引：3，自引：1，他引：2
Contemporary teacher education demonstrates the continued use of competency‐based, personality‐based and inquiry‐based approaches. These approaches are commonly regarded as representing alternative paradigms for designing curriculum and pedagogy. From a Vygotskian perspective, characterized by the use of bridging concepts relating individual functioning and personal development to sociocultural process and setting, these approaches may serve to provide elements for a more comprehensive paradigm of professional development. Drawing on Vygotskian theory, a teacher‐education environment offers support to trainee teachers for developing a professional identity. A central element is that trainees explore the practice of teaching for its underlying public meanings and as these meaning relate to their own structures of personal meanings. Such an exploration involves the shaping and testing of personally‐meaningful action in professional practice. Commitment to meanings found to be valid and practicable constitutes the core of professional identity. The task students face in developing professional identity on the basis of an assignment of meaning to teaching needs an appropriate teacher‐education environment. These conditions are worked out from a Vygotskian perspective on professional development. 相似文献
13.
This paper reports on a study that has mapped the stories of a group of women teacher educators. While the focus is on the period of change during the last 10 years from primarily teachers’ colleges to university‐based teacher education, the broader context of the individual women's lives is explored as well. The stories are mapped against each other and against relevant literature. In this way the study considers the challenge of change on the experiences of these women teacher educators. This study has been informed by feminist theory and has been constructed within a framework which is both narrative and collaborative. As Acker notes ‘one advantage of narrative is that history makes itself evident in the world of its actors’. In this way the intersections of the personal histories and biographies of the teacher educators within the social context in which they work are examined. These women teacher educators’ stories demonstrate similarities and differences in actions and reactions to the challenges they have faced in the last decade in teacher education. The similarities and differences are due to individual histories, career experiences and the character of the institutions in which they live their professional lives. In presenting this paper, the key focus is on reporting how the forces inherent in the changing nature of the educational environment have impacted on these teacher educators in such a way as to present challenges for each in the way they have developed in their profession as teacher educators. 相似文献
14.
15.
高职院校思政课教师的个体素质和良好的教师队伍建设对有效提高思政课教学实效至关重要。而铸就良好教师素质的第一步则来源于教师个体的各种观念的形成,让观念先行,以观念指导行动,是成就良好思政课教师素质的首要因素,是思政课教师专业发展的内在动力。作为高职思政课教师,应树立＂真爱、真信、真教、真研、真行＂五种观念,指导教学,促进自身专业发展。 相似文献
16.
Abstract Most professional development schools emphasize the benefits to preservice teacher preparation but rarely focus on the professional development opportunities for the practicing, experienced teachers at the site (Clark, 1999). Professional development schools are not only changing the way preservice teachers are prepared, but are drastically changing the roles of the experienced teachers who participate in the process. By telling their stories of involvement in a growing and changing professional development school, experienced teachers can reflect on their experiences and learn new and different lessons from them each time. Recorded stories of participants in professional development schools can be used to help teachers gain renewed insights into their potential as leaders in school reform. Storytelling, as a strategy for connecting theory to practice in real school settings, allows and encourages teachers to be active participants in creating progress. It acts as a catalyst for generating and clarifying personal and common visions. 相似文献
17.
Isauro M. Escamilla 《Studying Teacher Education》2018,14(1):3-21
In this article, a preschool teacher and an early childhood teacher educator describe and analyze their work co-creating and co-facilitating an early childhood inquiry group over seven years. The group consisted of veteran lead teachers, assistant teachers, instructional coaches, and an outside teacher educator at an urban, public preschool in San Francisco, California. Using the framework of narrative inquiry and portraiture, the article tells the story of the group’s formation, its structure, and its benefits for the participants’ personal and professional growth. The authors argue that an inquiry group is a highly viable, home-grown form of professional growth that relies on the group as a forum for self-study and reflection. The inquiry group provided the teachers with an increased understanding of child development and instructional strategies, a trusting public forum for sharing and validating their inquiry and teaching, and a communal opportunity to make visible the voices of teachers, children, and families. 相似文献
18.
论教师专业发展的后现代转向 总被引：10，自引：0，他引：10
教师发展是世界教育改革与发展的重要课题.近年各种后现代教育理论对教师专业发展提出了新的解读,特别指出:自主发展是教师专业发展的新内涵,叙事研究是教师专业发展研究的新视角,关怀伦理是新时期教师专业发展的新的伦理要求,以及个体知识是教师专业发展的新知识构成,它为教师专业发展带来了新的启示. 相似文献
19.
《Teaching and Teacher Education》2005,21(5):457-473
This article reports on a year-long study of collaborative professional learning in a mentor teacher study group connected to a large university teacher education program. It introduces a theoretical framework for considering the nature of interactive talk and its relationship to professional learning. Using examples of study group discourse, it then presents a methodology for analyzing interactive talk and the joint construction of ideas about practice. The article concludes by describing study group materials and analytic tasks developed from artifacts of practice, and offering an analysis of leadership and facilitation issues for guiding inquiry-oriented discourse in study group contexts. 相似文献