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1.
Jennifer Charteris Kathryn Jenkins Michelle Bannister-Tyrrell Marguerite Jones 《Critical Studies in Education》2017,58(1):104-119
Produced through market relations of neoliberal managerialism, teacher subjectivities are becoming progressively commodified. With the increasing casualisation of the teaching workforce, the well-being and status of casual relief teachers (CRTs) can be seen as an area of concern, at risk of ‘flexploitation’. More than just a convenient labour pool, CRTs operate on the margins of school communities, a space fraught with a range of issues. In many instances, CRTs experience less job satisfaction; less rapport with students and colleagues and less access to school information, professional development, resources and teaching materials. This article draws on a positioning theory to frame the discursive production of CRT selves within the neoliberal milieu. It offers a detailed analysis of collective biographies that explore narrative formations of casual teaching. Schooling discourse is replete with metaphorical language that frames teacher positioning, and a range of existing metaphors in CRT literature highlight their vulnerability in particular. Rather than offering an analysis that addresses casual teacher performance as a problem to be solved, this article proposes that the relationship between ‘structural marginalisation and the ‘othering’ that CRTs can experience is associated with the politics of market-related performativity. 相似文献
2.
Research into the experiences of casual relief teachers (CRTs) (substitute or supply teachers) across Australia and internationally has reported feelings of marginalisation among participants. These findings are concerning when one considers that students might be in the care of CRTs for an equivalent of 1 year or more throughout their schooling. When CRTs describe such feelings there is a suggestion that they do not feel a part of the community of practice in which they work. Accordingly, their opportunities for professional learning are often compromised, which has implications for their ability to maintain pedagogical knowledge and skills. This study used cluster sampling survey data to offer insights into professional challenges faced by CRTs. The discussion examines the self-determined skills of 59 Australian CRTs and the way schooling is organised that may leave them feeling excluded rather than members of what should be their “communities of practice.” 相似文献
3.
Jennifer Charteris Kathryn Jenkins Marguerite Jones Michelle Bannister-Tyrrell 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):511-529
With the increasing casualisation of the teacher labour force, there is little written on the experiences of casual teachers and the challenges they face in brokering professional identities within constantly shifting and uncertain work contexts. Being a category bound casual teacher (a product of category boundary work) is a complex subject position. The aim of this article is to advance our understandings of the identity work inherent in casual relief teachers (CRTs) performativity. Anti-essentialist theories support this exploration of CRT subjectivities and processes of discourse appropriation. Using collective biography methodology as re-storied memory work, this article speaks back to neoliberal politics of casualisation. The stories draw attention to how both experienced practitioners and newly graduated teachers might ‘do’ category boundary work within the complexity of school politics as they navigate the uncertainty of gaining and maintaining employment in the Education market. 相似文献
4.
Ashley N. Murphy Melissa J. Luna Malayna B. Bernstein 《International Journal of Science Education》2013,35(17):2283-2303
ABSTRACTMuch of the literature on science teaching suggests that elementary teachers lack relevant prior experiences with science. This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science – both in and out of schools – throughout their lives. Our work uses identity as a lens to examine the complexities of elementary teachers’ narrative accounts of their experiences with science over the course of their lives. Our findings identify components of teachers’ science-related experiences in order to lay the groundwork for making connections between teachers’ personal experiences and professional practice. This work demonstrates that teachers’ storied lives are important for educational researchers and teacher educators, as they reveal elements of teaching knowledge that may be productive and resourceful for refining teachers’ science practice. 相似文献
5.
This study, drawing on the voice of beginning teachers, seeks to illuminate their experiences of building professional relationships as they become part of the teaching profession. A networking perspective was taken to expose and explore the use of others during the first three years of a teacher’s workplace experience. Three case studies, set within a wider sample of 11 secondary school science teachers leaving one UK university’s PostGraduate Certificate in Education, were studied. The project set out to determine the nature of the networks used by teachers in terms of both how they were being used for their own professional development and perceptions of how they were being used by others in school. Affordances and barriers to networking were explored using notions of identity formation through social participation. The focus of the paper is on how the teachers used others to help shape their sense of belonging to this, their new workplace. The paper develops ideas from network theories to argue that membership of the communities are a subset of the professional inter‐relationships teachers utilise for their professional development. During their first year of teaching, eight teachers were interviewed, completing 13 semi‐structured interviews. This was supplemented in Year 2 by a questionnaire survey of their experiences. In the third year of the programme, 11 teachers (including the original sample of eight) were surveyed using a network mapping tool in which they represented their communications with people, groups and resources. Finally, three of the teachers (common to both samples) were then interviewed specifically about their networking practices and experiences using the generation of their network map as a stimulated recall focus. The implications of the analysis of these accounts are that these beginning teachers did not perceive of themselves wholly as novices and that their personal aspirations to increase participation in practical science, develop a career or work for pupils holistically did not always sit comfortably with the school communities into which they were being accommodated. While highlighting the importance of trust and respect in establishing relationships, these teachers’ accounts highlight the importance of finding ‘peers’ from whom they can find support and with whom they can reflect and potentially collaborate towards developing practice. They also raise questions about who these ‘peers’ might be and where they might be found. 相似文献
6.
Conditions for Boundary Crossing: Social Practices of Newly Qualified Swedish Teachers 总被引：1，自引：1，他引：0
The purpose of this study is to gain knowledge about conditions for boundary crossing between academic and vocational practices and to identify dimensions of social practice within workplaces. The data consist of 28 questionnaires and 14 in‐depth interviews with newly qualified secondary school teachers in their first year of teaching. We use the lens of sociocultural theory to analyse qualitatively what we can learn from newcomers' talk about their experiences and whether theories provided during their teacher education helped them to meet challenges in their new workplaces. Theoretically, notions of participation in social practices in terms of social space are in focus. In the findings, such space is identified as social adjustment, social distance, social inclusion and social expansion. Drawing on these concepts, we suggest that professional development depends strongly on the way new teachers' boundary crossing is supported by collaboration and to what extent they belong to professional dialogues in settings with inclusive and expansive relationships. 相似文献
7.
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
8.
Gary James Harfitt 《Asia-Pacific Journal of Teacher Education》2015,43(1):22-35
The issue of beginning teachers leaving the profession in the first few years of their career represents a global problem, and while discrepancies exist over precise numbers, there is consensus that the attrition rate of new teachers is high. This paper reports on a narrative inquiry into two beginning teachers who left the profession after just 1 year of practice, only to return 2 years later. By examining this continuum from attrition to retention through the lens of the two teachers’ narrative accounts it is possible to gain some insights into how new teachers’ personal and professional landscapes intertwine. Findings reveal that these beginning teachers’ experiences of their school contexts combined with their personal stories in the first year of practice shaped their professional identity culminating in them leaving and then rejoining the teaching fold. Insights gleaned may have significant implications for beginning teachers, school leaders, teacher education institutions, and policy makers. 相似文献
9.
The Educational Alumni Support Project (EdASP) indicated that there is an urgent need for the teaching profession to support casual beginning teachers (CBTs). The EdASP that was carried out at the University of New England provided online support for primary and secondary beginning teachers, yet the majority of postings were submitted by CBTs. In general, these casual teachers experienced feelings of alienation, culture shock, a lack of school and systemic support, and are often not considered part of the school community by staff or students. The analysis of postings by CBTs provides further insight into the difficulties they face, as well as reveals or reinforces strategies that could effectively facilitate their teaching. Many of these findings are not new, yet the call to aid casuals continues to be overlooked. This need for support is both professional and pragmatic. Ethically, education – a nurturing profession – should support its novices. In addition, the transition period from pre‐service to professional teacher has significant implications for teacher educators plus the potential retention of teachers. 相似文献
10.
Denis Hayes 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):67-80
Mentors responsible for student primary teachers on school placement were asked about the qualities they expected to see in their trainees. The key finding from an analysis of their responses was that although they were concerned with abilities relating to planning and teaching, the majority of responses were to do with student teachers’ personal attributes. Evidence from this small‐scale survey suggested that mentors believed that unless certain personal qualities and attitudes were present in student teachers, the process of teaching‐and‐learning was unlikely to be effective, however well planned and executed it was. The virtue of ‘being willing’ figured particularly strongly in mentors’ replies, raising difficult questions about the significance of relationships, character, and personality as determinants in teaching effectiveness. The implications for student teachers’ professional growth in demonstrating willingness through their positive response to mentors’ advice form a key element of the article. 相似文献
11.
Victoria Deneroff 《Cultural Studies of Science Education》2016,11(2):213-233
This is a narrative inquiry into the role of professional development in the construction of teaching practice by an exemplary urban high school science teacher. I collected data during 3 years of ethnographic participant observation in Marie Gonzalez’s classroom. Marie told stories about her experiences in ten years of professional development focused on inquiry science teaching. I use a social practice theory lens to analyze my own stories as well as Marie’s. I make the case that science teaching is best understood as mediated by socially-constructed identities rather than as the end-product of knowledge and beliefs. The cognitive paradigm for understanding teachers’ professional learning fails to consistently produce transformations of teaching practice. In order to design professional development with science teachers that is generative of new knowledge, and is self-sustaining, we must understand how to build knowledge of how to problematize identities and consciously use social practice theory. 相似文献
12.
This report presents pilot-test results for a science professional development program featuring online, on-demand materials
developed by the National Science Teachers Association. During the spring 2006 semester, 45 middle school teachers from three
different school districts across the United States participated in a professional development program designed to facilitate
content knowledge and skills in the area of Newtonian force and motion. Participants from one of the school districts experienced
a full-day instructor-led workshop along with two web-based seminars with a content-area expert. This was followed by a 4-week
period of time in which they had access to self-directed, online, on-demand instructional materials that included activities,
information, simulations, examples, and practice with immediate feedback over the targeted outcomes. Participants from the
two other school districts only had access to the online materials with no instructor-led experience. This report documents
positive gains in achievement as well as levels of confidence in teaching the material within all of the professional development
groups. Data about the use of specific features within the online material are included, as well as completion rates and attitude
survey results. Recommendations for future study are also included. 相似文献
13.
采用问卷调查对参加河北省"国培计划"的小学科学骨干教师的专业发展现状进行了调查。调查结果表明:河北省小学科学骨干教师年富力强,整体教龄较长,但科学教龄较短;大多数教师专业学科背景缺乏,专业知识结构与能力存在缺陷;专业发展途径不够完善,缺乏专业发展规划指导;教学科研能力薄弱,参加学术会议和培训机会相对较少。针对此种状况提出了促进小学科学教师专业发展的若干建议。 相似文献
14.
Teacher education is often criticised for not being relevant and for there being a lack of continuity between practice teaching and the university coursework. In the literature, action research is presented as a way to bridge the gap and connect the two. The present article explores, through a qualitative study, how research-based knowledge communicated at the university and experiences from practice teaching interact in student teachers’ action research projects. The study also explores the outcome, for the student teachers, of conducting research in their practicum. The findings show that student teachers use theory and research in many different ways, and they are both consumers and producers of research. They especially emphasise the outcome of theory interacting with real situations encountered in the teaching practice. Contributing to a positive impact on their outcome were the opportunity they are offered to reflect on their own practice, the possibility they have to focus on something they find important, and the chance to make their own experiences with a particular tool for professional development. 相似文献
15.
笔者利用自行设计的“音乐学科在实施‘国培计划’置换脱产研修中的实际情况调查问卷”,对江西省4年来参与实施“国培计划”置换脱产研修的有关人员进行了调查.调查表明：通过“国培计划”置换脱产研修,农村音乐教师的专业、教学水平均有所提高,但农村中小学音乐教学现状并没有得到多大的改善.顶岗实习生在实习中丰富了教学经验,但顶岗实习没有从根本上解决教育实习问题.改变这种状况应该改变教育分配和资金投入不公平的现象,加强农村中小学音乐教学的硬件设备;制定一套科学的、规范的音乐教育顶岗实习模式,有效地发挥顶岗实习生的专业优势;充分利用高校的免费师范生政策,从根本上解决农村音乐师资短缺的现状. 相似文献
16.
Shaalan Farouk 《Teachers and Teaching》2013,19(1):19-31
As teachers are at the heart of education, a substantial number of studies have researched the perception that mainstream school teachers have of themselves in relation to their work. This investigation extends this field of inquiry by examining how teachers’ self-understanding is altered when they transfer from mainstream to special school education. This study adopts the methodology of interpretive phenomenological analysis (IPA) to examine in detail how three female teachers in inner London experienced the transition from mainstream secondary schools to teaching in alternative provision for excluded students referred to as a pupil referral unit (PRU). Central to IPA is how an individual experiences a substantial change in life and the influence this may have on his or her world views. The research approach adopted is, therefore, idiographic and reliant on the experiences of a small number of participants. The findings from this investigation indicate that the participants chose to leave mainstream school education when they came to the self-realisation that they wanted to engage in more creative and personally engaging professional practice with a stronger moral purpose. When they started to teach at a PRU, the more persistent and personal relationships with their students brought about a substantial change in self-understanding. 相似文献
17.
18.
Jonathan Dunne Abdulhussain E. Mahdi John O'Reilly 《International Journal of Science Education》2013,35(9):1513-1532
This study analyses several Irish primary school science textbook sets to evaluate their potential to support Inquiry-based Science Education (IBSE). The study was prompted by the results of the National Council for Curriculum and Assessment (NCCA) 2008 survey of Irish primary science which indicated that a 72% of surveyed teachers are using science textbooks within their teaching. The reliance on deductive methodologies, such as the using textbooks, has been attributed to a lack of pedagogical content knowledge. As the Irish primary science curriculum was changed to be more experiential in 2003, it is unlikely that deductive teaching from textbooks aligns with the new aims and objectives of the curriculum. This research analyses three textbook groups through the lens of the 5E model of teaching, a well-known framework for teaching through inquiry. A four-layer framework was developed around the 5E model that would highlight the strengths and weaknesses of textbooks in supporting IBSE. The results indicate that the various textbooks contain different structures, pedagogies and content, which can potentially be used to support the development of IBSE schema however, professional development must be provided as to how best to integrate textbooks into practice. 相似文献
19.
Dorothy Williams Louisa Coles 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):185-206
Background The use of research evidence produced by others is seen as central to the reflective practice of school teachers. There have been many recent UK initiatives aimed at improving access to research evidence, but there are still concerns about the lack of engagement by teachers. Previous research has looked at this issue from different perspectives, including the content and relevance of educational research, the relationships between researchers and teachers, accessibility and presentation of research and the culture of the school. The research presented here seeks to make a contribution to understanding the diffusion of research in the teaching profession by examining the issues from an information literacy perspective. Purpose This paper examines the use of research information by UK school teachers, placing an emphasis on their information literacy—i.e. teachers' strategies and confidence in their abilities to find, evaluate and use research information, which is defined as the published output of a planned piece of research. Sample Survey data were collected from 312 teachers and 78 head teachers from nursery, primary and secondary schools in Scotland, England and Wales. The sample included a wide range of teaching experience, ages, subject responsibilities, school locations and sizes, although there was a bias towards teachers who were motivated to use research evidence. Interviews were conducted with 28 teachers from primary, secondary, nursery and special education schools, and a further 15 teachers took part in group exercises. Interview and group exercise samples were more varied in their levels of research involvement. Design and methods A mixed methodology was used. The questionnaire survey sought background data on more general attitudes towards research, as well as data on information access and confidence in finding and using general and research information. This was supplemented by qualitative evidence on information strategies and experiences from scenario or vignette interviews. Group exercises in which teachers discussed their responses to specific examples of research information were useful in focusing on strategies for evaluating information. Results While survey respondents were, on balance, positively motivated towards the use of research evidence, their actual use of information from research was limited. They considered the most prominent barriers to their use of research information were associated with lack of time and lack of ready access to sources. This is likely to be a limiting factor in terms of the development of teacher confidence in finding, evaluating and using the kinds of information sources which are increasingly available to support their professional development. In fact survey evidence from the more research-motivated sample indicated that teachers were considerably less confident in finding and using research information than general information. Their confidence was slightly higher in finding research information (e.g. 67.1% and 60.9% were either confident or very confident in defining information needs and locating information respectively) compared to using research information (for example, 56.5% were either confident or very confident in organizing and synthesizing information). However, evidence from the more mixed interview and group exercise samples also revealed a range of concerns about lack of skills and knowledge needed to search and evaluate information effectively. Conclusions The findings suggest that information literacy may be a factor in limiting the use of research information, exacerbating the perceived challenges of lack of time and lack of ready access to information sources. From an information perspective, teachers' use of research evidence is likely to be enhanced by greater development of information literacy; more attention to local information dissemination strategies; and the development of an information culture and ethos within schools. 相似文献
20.
以国培计划(2011)——中小学骨干教师研修项目人大附中高中数学班学员为研究对象,从高中数学骨干教师专业发展、有效教学行为及有效教学行为归因三方面进行研究。结果表明,被试的专业理念较为先进,但专业成长途径、专业知识还不能很好地支撑教师的专业发展;有效教学行为中数学学习、数学教育、数学情境与问题创设及教学艺术四个因子的得分均处在高位,但在实践层面是否与此相吻合,还有待进一步研究;从有效教学行为的归因看,外因得分较低,学校领导应为教师的专业发展创设良好的评价导向和团队影响。 相似文献