Search results for: Professional identity
Page 13/14 131 items
This article is primarily concerned with the “practical conclusions” of attending to dispositions in teacher preparation. It makes a case for teachers with moral disposition, for several reasons. They are changers to the methods they employ; they are the most important point of the disposition debate that is grounded in avoiding poor moral character.
Updated: Oct. 23, 2008
The development of the professional identity of two teacher educators in the context of Dutch teacher education
The article examines the question of development of professional identity of fice teacher educator from three generations. It explores the three youngest teacher educators on the topic of how these educators develop from teacher to teacher educators. The findings of the study indicate that both teacher educators use the innovations in teacher education to develop professionally.
Updated: Sep. 11, 2008
A new research was conducted on the beginning teachers in Chile. The study used questionnaires, interviews, observations and focus groups to examine their working conditions. Findings show variations on the theme of professional identity, socialization into schools, education and experience of the beginning teachers and lack of support.
Updated: Jun. 10, 2008
The article describes a study of four teachers as they progress from their teaching programs and through the first year as primary science teachers. The aim of the study is to explore the teachers' development of identity and knowledge, through interviews, and observations, and the interaction between knowledge and identities.
Updated: Mar. 04, 2008
Results of a study on secondary school teaches' professional identities and emotional experiences are discussed in the article. The qualitative study describes the lives and experiences of three teachers and exhibits the different dimensions of the caring behavior the teachers reflect professionally, and philosophically.
Updated: Feb. 10, 2008
The article describes teachers' feelings of susceptibility as expressed in an online teachers' community in Mainland China. The study reveals how changes in policy affect teachers' professional relations and identities. The study also argues that while Chinese cultural tradition is used to give teachers authority, it also imposes burdens on teachers and subjects them to close scrutiny, which consequently makes them feel more vulnerable.
Updated: Feb. 05, 2008
Forging a Pedagogy of Teacher Education: The challenges of moving from classroom teacher to teacher educator
This paper reports an investigation of the challenges a former classroom teacher encountered when compelled by experiences as a supervisor of student teachers to forge a distinct pedagogy of teacher education. A qualitative self-study methodology was used to identify and examine the competing tensions that surfaced as the author made the transition from classroom teacher to teacher educator.
Updated: Jan. 26, 2008
The article describes a longitudinal study regarding the experience of beginning teachers in England. The study set out to explore the students' motivations for deciding on teacher education programs, their preconceptions and expectations of teaching, and their early experiences as student teachers. The findings suggest that the core features of the experience relate to teacher identity, role of relationships, the notion of relevance, and the central presence of emotion.
Updated: Jan. 14, 2008
The article discusses a study regarding how teachers experienced an online course about online learning. Teachers' reflections on their experiences suggested that online learning provided for situated opportunities for reflection in and on action, but the ways in which teachers engaged with the course varied on individual characteristics such as cultural background, the teachers' understanding of themselves and individual responses to specific course attributes.
Updated: Jan. 14, 2008
Effects of national policies on teachers' sense of professionalism: findings from an empirical study in Portugal and in England
How teachers cope with recent policy changes in Portugal and England is the research topic covered by this article. Findings from data collected through questionnaires and focus group interviews suggest strengths their in terms of professionalism, collaborative culture, and project-oriented work at school. However, teachers also cited feelings of ambivalence and conflict, due to increased bureaucracy, school leadership, a culture of loneliness and the lack of understanding of the process of change.
Updated: Jan. 14, 2008