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1.
Jennifer L. Cohen 《Teachers and Teaching》2013,19(2):79-93
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
2.
This paper explores perceptions of professional identity among experienced early childhood educators (ECEs) who are novice
students in a new master’s degree program in ECE. We sought to examine the changes experienced by these educators. The study
used qualitative content analysis, which included an open-ended questionnaire that was administered twice to the participants:
at the beginning of their first year of study and at the end of the second year. The findings indicate a change in the participants’
perceptions of their multi-dimensional professional identity. They began to examine the early childhood educational system
with a critical point of view based on their academic and pedagogical conceptual vision, and became aware of the contingent
political consequences. We believe this study will enable us to advance the ECE system and promote academic research conducted
by professionals. 相似文献
3.
John Trent 《Teacher Development》2018,22(4):571-586
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
4.
Debra Panizzon John Pegg 《International Journal of Science and Mathematics Education》2008,6(2):417-436
Aligned with recent changes to syllabuses in Australia is an assessment regime requiring teachers to identify what their students
‘know’ and ‘can do’ in terms of the quality of understanding demonstrated. This paper describes the experiences of 25 secondary
science and mathematics teachers in rural schools in New South Wales as they explore the changing nature of assessment and
its implications on their classroom practice. To help reconceptualise these changes, teachers were introduced to a cognitive
structural model as a theoretical framework. Throughout the 2-year study, teachers attended a series of professional development
sessions and received ongoing consultative support. Each session was taped and transcribed while interviews were conducted
with each teacher at the end of both years. Analysis of these data using a grounded theory approach identified seven major
components of teacher practice impacted by the study. The core component was questioning while the six contributing components
were teachers’ pedagogical practices, attention to cognition, teaching strategies, assessment linked to pedagogy, classroom
advantages for students, and classroom advantages for teachers. These findings represent a major shift in teachers’ perceptions
of assessment from a focus on the accumulation of students’ marks to one of diagnosis as a means of directing teaching to
enhance students’ scientific and mathematical understandings. 相似文献
5.
This study investigated teacher educators’, prospective teachers’, and K-12 teachers’ opinions about the effectiveness of
ICT related courses and the ways to improve the courses in Turkey’s pre-service teacher education programs. The researchers
used both quantitative and qualitative research approaches within the data collection and analysis processes. The data were
collected from 111 teacher educators, 1,330 prospective teachers, and 1,429 K-12 teachers through questionnaires; and from
6 teacher educators, 6 prospective teachers, and 6 K-12 teachers through interviews. Even though a majority of the participants
felt that ICT related courses are effective, most participants recommended that these courses need to be redesigned to be
more beneficial in practice. 相似文献
6.
Enhancing Teacher Performance: The Role of Professional Autonomy 总被引：2，自引：0，他引：2
Current teacher accountability initiatives such as those included in the “No Child Left Behind” legislation in the United
States create particular difficulties that impact deleteriously on the performance of professional educators. The quality
of public education is undermined when teachers are held accountable to an external authority rather than to themselves, their
colleagues, and their professional associations. In this article, and in response to this concern, we argue that for teachers
to strengthen their classroom performance, policy renewal is required on two separate fronts: first, we must restructure teachers’
working conditions to support autonomous professional activity related to education; and second, teachers, both individually
and collectively, must accept the concomitant responsibility to pursue personal professional development to improve their
pedagogical work. 相似文献
7.
Colleen Vale Alasdair McAndrew Siva Krishnan 《Journal of Mathematics Teacher Education》2011,14(3):193-212
A professional learning program for teachers of junior secondary mathematics regarding the content and pedagogy of senior
secondary mathematics is the context for this study of teachers’ mathematical and pedagogical knowledge. The analysis of teachers’
reflections on their learning explored teachers’ understanding of mathematical connections and their appreciation of mathematical
structure. The findings indicate that a professional learning program about senior secondary mathematics can enable practicing
teachers to deepen and broaden their knowledge for teaching junior secondary mathematics and develop their practice to support
their students’ present and future learning of mathematics. Further research is needed about professional learning approaches
and tasks that may enable teachers to imbed and develop awareness of structure in their practice. 相似文献
8.
The study presented in this article investigates forms of mathematical interaction in different social settings. One major interest is to better understand mathematics teachers’ joint professional
discourse while observing and analysing young students mathematical interaction followed by teacher’s intervention. The teachers’
joint professional discourse is about a combined learning and talking between two students before an intervention by their
teacher (setting 1) and then it is about the students learning together with the teacher during their mathematical work (setting
2). The joint professional teachers’ discourse constitutes setting 3. This combination of social settings 1 and 2 is taken
as an opportunity for mathematics teachers’ professionalisation process when interpreting the students’ mathematical interactions
in a more and more professional and sensible way. The epistemological analysis of mathematical sign-systems in communication
and interaction in these three settings gives evidence of different types of mathematical talk, which are explained depending
on the according social setting. Whereas the interaction between students or between teachers is affected by phases of a process-oriented
and investigated talk, the interaction between students and teachers is mainly closed and structured by the ideas of the teacher
and by the expectations of the students.
相似文献
| Heinz SteinbringEmail: |
9.
Zenub Kakli 《The Urban Review》2011,43(2):175-195
In recent years, much research has documented the benefits of parent involvement and offered strategies on how educators can
encourage parents’ participation in their children’s education. While the literature has brought much needed attention to
school-family relationships, little is known about parents who are activists for educational improvement beyond their own
children’s schooling and who concern themselves with district policymaking and governance. This article offers a portrait
of one African American mother who is an education activist in Boston, Massachusetts. Drawing on social movement and Black
feminist theories, the portrait documents how and why she has devoted her life to educational reform and equity with an emphasis
on racial equality. The article concludes with a discussion of two possible factors that contribute to the making of an education
activist: the development of a political racial identity and educators’ support for education activism. 相似文献
10.
Suzanne M. Flannery Quinn Elizabeth A Ethridge 《Early Childhood Education Journal》2006,34(2):117-123
This research explores the history, philosophies and practices of an “A rated” public charter school (serving infants through 8th grade) in Florida. Participants are the professional educators who were involved in the founding of the school in 1999. Findings are based on semi-structured interviews probing the details of the history of the school and the educators’ beliefs and practices. Analysis of the educators’ responses reveal a strong sense of ownership and investment by the teachers and administrator who were part of the founding of the school, a focus on doing what is wise for children, a culture of autonomy, and a profound respect for children. Prevailing customs of the school include meetings, field studies, and service. Implications are related to school reforms, teacher autonomy and wise practices. 相似文献
11.
Developing scientifically literate students who understand the socially contextualized nature of science and technology is
a national focus of science education reform. Science educators’ perceptions of risks and benefits of new technologies (such
as biotechnology) may shape their instructional approaches. This study examined the perceived risk of biotechnology of four
groups of science educators: pre-service science teachers, in-service science teachers, biology graduate teaching assistants,
and biology professors (n = 91). Data sources included a survey instrument and card sort task designed to determine the respondents’ structure of risk
perception and factors contributing to this structure. The perceptions of the four educator groups were compared and contrasted
along these dimensions. Results showed that the teacher groups were similar along many aspects of risk perception, but university
professors were more likely to view the more subtle “gray areas” between biotechnology risks. The results are discussed in
the context of understanding teacher risk perception on science pedagogical practice as well as the role of content knowledge
and teaching experience on risk perception formation. 相似文献
12.
José Manuel Coronel Llamas 《Higher Education》2006,52(4):665-686
We have completed a piece of research into the process of production of speech on the part of students as regards their idea
of ‘the good student’, taking social postmodern theories as a conceptual reference and within the university context. The
study tries to show how disciplinary technologies are a major influence in the make-up of particular types of students. It
is an exploration of the discourses used by students reflecting their vision of university, teaching and learning. The aim
is to understand their reasoning by means of the view they have of academic activity and life. Starting from Michael Foucault’s
thoughts on power relations in the context of educational practices we present a plan of discourse analysis based on accounts
made by the students themselves. 相似文献
13.
影响教师职业认同的相关因素分析 总被引：1，自引：0，他引：1
In order to evaluate the present state of teachers’ professional identity (TPI), 177 teachers in primary and secondary schools
in Zibo of Shandong Province of China were surveyed by a questionnaire designed by the authors. The results reveals: (1) high
professional identity for the overall level of teachers; (2) significant difference in genders and titles of professional
positions; (3) significant difference between primary and secondary school teachers; (4) significant difference in professional
motivations and satisfaction degrees of salaries among teachers.
__________
Translated from Xinli Fazhan Yu Jiaoyu 心理发展与教育 (Psychology Development and Education), 2006, (1): 80–86 相似文献
14.
Karen Dooley 《The Australian Educational Researcher》2003,30(3):25-42
Education Queensland’s New Basics project has extended conceptions of ‘equity’ to incorporate dimensions such as higher order thinking and student control of classroom activity. This requires a critique of the outcomes attained by even high achieving students. It is therefore useful to interrogate professional discourses that shape pedagogies for particular groups of students. In this paper, discourses on ‘the Chinese learner’ are reviewed. The review raises new issues of equity because Chinese students are often high achievers in Australian schools, but are frequently criticised for learning in ways that seem to fit uneasily with the types of pedagogy now valorised in Queensland. The paper concludes with a note of caution about the definition of high quality academic outcomes in the new policy, and the effects of a gap between understandings of equity and professional discourses and practice. 相似文献
15.
全球化语境与教育学话语自主性的诉求 总被引：1，自引：0，他引：1
吴全华 《华南师范大学学报(社会科学版)》2006,5(5):124-127,140
在全球化语境中诉求教育学话语的自主性应坚持本土情怀与跨文化视野的统一。坚持本土情怀是为了克服身份误置 相似文献
16.
Preschool is an institution for cultural preservation, which responds to social change. Guided by this assumption, this study used a recent video of Chinese preschool in conjunction with the questionnaire from Preschool in Three Cultures, a study by Joseph Tobin and his colleagues in the 1980s, to examine the cultural and professional beliefs of three groups of U.S. early childhood educators (preservice, inservice non-Head Start, and inservice Head Start). We examined participants’ cultural beliefs, critical comments on the preschool, and group differences in their comments. Results show that participants’ beliefs about necessary qualities for a teacher remained stable from the 1980s in the U.S. But a shift occurred in beliefs about why society needs preschools. More education and longer employment were linked significantly to more critical comments of Chinese practice. There was a marked difference in professional and cultural beliefs by educators’ group affiliations.
相似文献
| Yeh HsuehEmail: |
17.
《师资教育杂志》2012,38(2):209-210
This article brings together two studies which contribute to the examination of the nature of professionalism in education by focusing on the perspectives of two under-researched groups namely ‘teaching assistants’ and teacher educators working ‘either side’ of the school teacher. The projects were conducted in, and framed by, the UK policy context of public sector modernization and cuts, and raise issues of relevance to international debates on notions of professionalism in education in a context of neo-liberal policy and austerity. The studies drew upon different approaches including autoethnography, life history and discourse analysis. The authors examine the formation and representation of professional identity in education through the discourses of ‘professionalism’ of teaching assistants and teacher educators. Professionalism is articulated through three themes in the accounts; ‘non-standard’ professional transformations, role ambiguity, and the role of classroom experience and higher education in the development of professional identities. Through these themes the perspectives of teaching assistants and teacher educators locate the notion of ‘teacher professionalism’ within a broader concept of professionalism in education providing alternatives to the discourse of imposed policy, and the authors reflect upon the ways in which these voices contribute to the wider international debate on professionalism in education. 相似文献
18.
In this article, we examine a set of 26 children’s books on HIV/AIDS published between 1989–1999 to identify the ways in which
these texts construct HIV/AIDS and people living with HIV/AIDS. We explore how this marginalized group is depicted in these
books, and how well-meaning teachers may in fact be reproducing dominant discourses about HIV/AIDS in their curricula. In
this article we focus, in particular, on how the discourses connected to public health, medicine, and secrecy (as a discourse
across many institutions) are filtered to children and take part in constructing their beliefs and assumptions about HIV/AIDS.
We illustrate our argument with examples from the books and show why teachers need to know how to analyze texts they select
for their curricula so as to read books about HIV/AIDS critically in the classroom.
Megan Blumenreich is Assistant Professor of Childhood Education at The City College of New York, City University of New York.
Her research interests focus on urban schooling, poststructuralist approaches to qualitative research, and teacher education.
She is the coauthor of The Power of Questions: A Guide to Teacher and Student Research (Heineman, 2005).
Marjorie Siegel is Associate Professor and Chair of the Department of Curriculum and Teaching at Teachers College, Columbia
University. Her research interests include transmediation and multimodality in literacy education, content area literacies,
and literacies and technologies. She is the coauthor of Reading Counts: Expanding the role of reading in mathematics classrooms (Teachers College, 2000).
M. Himley, “Teaching the rhetoric of AIDS: Blurring the boundaries.” 相似文献
19.
Suzanne J. New 《International Studies in Sociology of Education》2013,23(1):69-89
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
20.
This article discusses urban educators’ views of their teaching experiences. The article is based upon survey research conducted
with teachers in two poor, urban districts during the 2005–2006 academic year. The teachers reported a variety of positive
and negative views regarding their classrooms, their students, and the students’ social worlds. The data illustrate the importance
of classroom processes for the teachers, and how they believed that their students’ social locations, behaviors, and attitudes
impede the delivery of educational content. We believe this research raises interesting challenges regarding the need for
urban educators to incorporate students’ perspectives into both instructional processes and curriculum content. Furthermore,
this research should contribute to the empirical foundation needed for the creation of better teacher preparation programs. 相似文献