Search results for: Klusmann Uta
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How Different Mentoring Approaches Affect Beginning Teachers’ Development in the First Years of Practice
The purpose of this study is to examine whether quality and frequency of mentoring predict beginning teachers’ development of professional competence and well-being in the first two years of their career. Findings indicate that the quality of mentoring rather than its frequency explains a successful career start. Additionally, beginning teachers who experience constructivist mentoring show higher levels of efficacy, teaching enthusiasm, and job satisfaction. Constructivist mentoring also reduces emotional exhaustion after one year of training compared to teachers without constructivist mentoring.
Updated: Mar. 02, 2015
Motivations for Choosing Teaching as a Career: An International Comparison Using the FIT-Choice Scale
This investigation had two major aims: 1. to examine the utility and validity of the FIT-Choice scale for measuring teaching motivations within and across samples and settings; 2. to explore differences in motivations and perceptions related to the teaching profession across the different samples, as first indications of differences among Australian, U.S., German, and Norwegian samples. The findings reveal that the FIT-Choice scale displayed good construct validity and reliability across diverse samples. Furthermore, the sample comparisons revealed that motivations for teaching were more similar than they were different across these samples.
Updated: Nov. 05, 2014
Professional Development across the Teaching Career: Teachers’ Uptake of Formal and Informal Learning Opportunities
The goal of this study was to investigate teachers’ uptake of different learning opportunities from the beginning to the end of the teaching career. The authors focused on in-service training as an example of formal learning opportunities and on teacher collaboration and the use of professional literature as two examples of informal learning opportunities. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities showed distinct patterns across the teaching career.
Updated: Nov. 04, 2011