Search results for: Kelchtermans Geert
Page 1/1 8 items
The article discusses parent–teacher relationships in school micropolitics based on beginning teachers’ stories. The authors employ a narrative approach and investigate how micropolitical conditions and strategies are portrayed in beginning teachers’ stories of parent–teacher relationships. The research material consists of narrative interviews with seven Finnish primary school teachers in the first and second years of their careers. The findings indicate that micropolitical processes play a part in constructing parent–teacher relationships. These micropolitics both enable and limit these relationships and influence how beginning teachers learn to cope with parent relationships. The findings reveal various micropolitical strategies that beginning teachers use to enact and construct parent–teacher relationships. Furthermore, the findings show that parent–teacher relationships do not necessarily include just parents and teachers, but are multidimensional, encompassing several intertwined relationships that micropolitically condition parent–teacher relationships. The implications for pre- and in-service teacher education and school leaders are considered.
Updated: Mar. 30, 2022
Coping with emotionally challenging expectations: Japanese beginning teachers and their relationships with students’ parents’
This article examines emotionally challenging expectations in the relationships beginning teachers have with students’ parents. The data consist of narrative interviews with 17 Japanese beginning teachers. Due to strong cultural and social norms prescribing appropriate social interactions, Japanese teachers have little leeway in negotiating parents’ expectations. The authors found that beginning teachers described facing three emotionally challenging expectations in their relationships with students’ parents: 1) they do not fully understand what is expected of them; 2) they are expected to turn to colleagues for help with difficult issues involving parents; and 3) they are expected to endure and learn from criticism. To cope with these emotionally challenging expectations, beginning teachers perform emotional labour. The article presents a wider understanding of teachers’ work as a relational practice and offers insights that can be used to move beyond the discourse that frames beginning teachers from a ‘deficit’ perspective.
Updated: Mar. 15, 2022
Facilitating Self-study of Teacher Education Practices: Toward A Pedagogy of Teacher Educator Professional Development*
The present paper reports on a two-year study of a self-study research group facilitation. The pedagogical rationale of the facilitation consisted of four pedagogical principles that served as the theoretical background for the actual facilitating actions and interventions. This was highlighted by formulating these principles as a series of propositions providing clear guidelines for the authors' interventions. The interpretative analysis served as an analytical refinement of these propositions, resulting in a number of amendments to the original phrasing in terms of conditions for successful facilitation of professional development. The authors conclude that contextualized analyses of cases such as these provide exemplary illustrations of what the enactment of general principles from the literature in particular instances of practice might look like and what factors influence that enactment and the possible outcomes.
Updated: Jan. 09, 2017
In this article, the authors examine how experiences during teacher education affect student teachers’ decision on job entrance. The authors examined case studies of 12 student teachers: six student teachers who indicated a major increase in intention to enter teaching and six who indicated a major decrease. The data revealed that guidance, support, follow-up, and feedback on field experiences are crucial determinants of student teachers who indicated a major shift in their intention for job entrance.
Updated: Aug. 27, 2012
This paper reports on an exploratory study of beginning teachers’ experiences in one secondary multi-ethnic school in Flanders. Semi-structured interviews were conducted with six beginning teachers and two mentors. The authors concluded that the structural and cultural working conditions as well as the personal belief systems of the teachers were essential to understand the actual impact of the multi-ethnic character of the school on new teachers’ job experiences. Due to the mediating role of these factors, beginning teachers do not consider the multi-cultural character of their working environment as problematic as such.
Updated: Oct. 17, 2010
This paper, which reports on qualitative–interpretative case studies in Flemish (Belgian) primary schools, contributes to a more refined understanding of teachers' working conditions. Using “experience of intensification” as a central concept, the authors call for a refined understanding of the complex interplay of teachers' professional selves, the cultural and structural working conditions in the school and the different “calls for change” they have to deal with.
Updated: Jan. 12, 2010
The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualization. In this paper the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. The result is an empirically grounded conceptual framework on teacher development and teacher professionalism. Central concepts are 'professional self-understanding' and 'subjective educational theory'. These concepts are components of the personal interpretative framework every individual teacher develops throughout his/her career.
Updated: Jul. 20, 2009
Teacher Professionalism in Flemish Policy on Teacher Education: A Critical Analysis of The Decree on Teacher Education (2006) in Flanders, Belgium
This paper uses the new Decree on teacher education in Flanders, Belgium, as a case study to critically examine the changes in the conception of teacher professionalism in education policy. In this examination, the focus is on the 'form of problematisation' (Foucault) that is enacted in the texts of the Decree. The new conception of teacher professionalism will be identified at four levels in the new Decree on teacher education: (1) the definition of the teacher (and her training) as a strategic policy target, (2) the structural reform of teacher education, (3) the qualitative reform of teacher education, and (4) the organizational framing of institutes for teacher education.
Updated: Feb. 12, 2009