Search results for: Teachers
Page 4/10 97 items
Committed White Male Teachers and Identifications: Toward Creative Identifications and a “Second Wave” of White Identity Studies
This research reflection articulates complex, viable, and creative White identities, reconceptualized here as creative identifications. Using life history methodology, this research reflection articulates respondents' identifications as they emerge in life histories. Critiquing, engaging, and extending scholarship on White teachers, this reflection reveals respondents' recodings of White identifications and articulates how these recodings become useful in classrooms. Specifically, respondents recode bounded identifications, at times in progressive ways, using alternative media, illegal drug experiences, process spirituality, and other cultural resources in processes of “self” identification.
Updated: Nov. 23, 2010
The purpose of this study is to analyze discursively how the relationship between educational institutions and workplaces materializes in the position of a vocational teacher. The author focuses particularly on the requirement of vocational teachers to work in close collaboration with industry and workplaces, and to serve economic interests. The pedagogical responsibility for what happens to students at work remains with vocational teachers; however, the success of educational programs depends on the willingness of employees to offer learning opportunities to students, and to guide and evaluate student learning according to the rules set by the educational curricula.
Updated: Oct. 29, 2010
The purpose of this investigation was to investigate whether specific questions posed in the Portfolio section of the National Board Certification process for special education teachers were difficult for a sample of candidates to understand and whether this difficulty resulted in receiving satisfactory evaluations. The sample included teachers from Wyoming and North Carolina. The data suggested that the wording of three of the questions in the first entry of the portfolio was unclear to the candidates and was responsible in part for their unsatisfactory performance.
Updated: Oct. 29, 2010
Negotiating Identity: Conflicts between the Agency of the Student and the Official Diagnosis of Social Workers and Teachers
The goal of this article is to demonstrate the interplay between the individual’s negotiation of his/her identity in compulsory school and the systems of communication and practice of professionals in the welfare state. The article looks at the case of ‘Tom’, whose custody has been taken over by the Child Welfare Service and who now lives in a child welfare institution.
Updated: Oct. 29, 2010
In this paper, the authors present their efforts in creating a collaborative class for preservice English teachers and school counselor interns. The authors focus on the university preparation of both groups, specifically on the preparation at the authors’ university, a large research institution in the Midwestern United States. The authors provide examples of both groups’ interaction and feedback from the students.
Updated: Oct. 12, 2010
This article reports on the results of a qualitative study. The study explored the experiences of one group of pre-service English language teachers in Hong Kong as they undertook an action research project as part of their undergraduate teacher training programme. The study indicates that as teacher researchers, the trainee teachers contested previously held perceptions about their engagement in teaching, their images of teachers and teaching, as well as their alignment with some aspects of contemporary educational discourse.
Updated: Sep. 27, 2010
English as an Additional Language and Initial Teacher Education: Views and Experiences from Northern Ireland
This article addresses training for teaching English as an Additional Language (EAL) at initial teacher education (ITE) level in Northern Ireland. 15 primary and post-primary teachers participated in this small-scale qualitative study. The study investigates reflections on EAL content in ITE programmes, and the type of difficulties faced when teaching pupils whose first language is not English.
Updated: Sep. 19, 2010
The current study assessed the association between preservice teacher-related variables on measures of the Physical Educators' Intention toward Teaching Individuals with Disabilities II – Preservice Survey (PEITID-II-PS). 213 preserive physical education teachers ,who purposely selected from universities in China, Korea, and the United States, participated in the study. Results indicated that both intention and perceived behavioral control were predicted by teaching experience and perceived teaching competency.
Updated: Aug. 18, 2010
Implementing A Spanish for Heritage Speakers Course in An English-Only State: A Collaborative Critical Teacher Action Research Study
The purpose of the article was to explore how a teacher was able to navigate the secondary school structure, community/national Discourse, and her own classroom pedagogy to implement the Spanish for Heritage Speakers course. Data suggested that teachers, school and district administrators, teacher-educators, and families in the community all played significant supporting roles in the effort to create a successful heritage language course at the secondary level. This collaborative research project generated recommendations for secondary teachers and administrators as well as teacher-training institutions.
Updated: Jun. 29, 2010
This paper deals with how the increasing use of notions such as ‘risk awareness’ and ‘blame’ in relation to school affects the daily work of Swedish teachers. The authors provide examples of how the introduction of the risk society and audit cultures encourages the creation of new strategies for coping. Two of these strategies concern the mediation of ‘safe school’ images and preventions in order to avoid future blame. The authors depict them as strategies of assurance and insurance.
Updated: Feb. 21, 2010