Search results for: Hong Ji Y.
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Why Do Some Beginning Teachers Leave the School, and Others Stay? Understanding Teacher Resilience through Psychological Lenses
This study investigated the differences between leavers and stayers in terms of the process of their resilience responses. The author focused on major psychological factors such as value, self-efficacy, beliefs and emotions in order to understand how leavers and stayers are similar or different in negotiating and interpreting external environments. The findings revealed that both leavers and stayers had intrinsic interests in working as a teacher. However, the ways that leavers perceived and interpreted challenges were different from those of stayers. Furthermore, this study showed how teachers’ values, self-efficacy, beliefs and emotions are nurtured or hindered due to the school and classroom environments. These findings have implications for professional teacher development.
Updated: Feb. 21, 2018
Multiple Dimensions of Teacher Identity Development from Pre-service to Early Years of Teaching: A Longitudinal Study
This study utilises three dimensions of identity construction (multiplicity vs. unity; social vs. individual; discontinuity vs. continuity) to examine how teachers describe their different roles, how they develop dialogical relations among multiplicity. The findings showed that all participants’ initial identity positions, except one female, have changed, either slightly or radically, during the course of this study. They experienced disequilibrium among different identity positions during the change, which confirms existing research that disequilibrium is considered essential for changes to occur. This study also showed that these teachers’ multiple Identity positions and the conflicts among them are not bounded within the classroom teaching domain or instructional and pedagogical issues.
Updated: Jun. 27, 2017
Hopes and Fears for Science Teaching: The Possible Selves of Preservice Teachers in a Science Education Program
The goal of this study was to explore science preservice teachers’ views of themselves as a future teacher, in particular their hopes and fears for science teaching and the experiences that help to shape their possible selves. Eleven preservice teachers who enrolled in a secondary science teacher preparation program participated. Findings showed six categories of future selves with the most frequent category being for effective/ineffective science teaching.
Updated: Jan. 28, 2013
Pre-service and Beginning Teachers’ Professional Identity and its relation to Dropping Out of the Profession
The current study examines different perceptions of pre-service and beginning teachers’ professional identity in relation to their decisions to leave the profession. The findings revealed that pre-service teachers tended to have naïve and idealistic perceptions of teaching. Furthermore, dropout teachers showed most emotional burnout.
Updated: Apr. 14, 2011