Search results for: Professional identity
Page 3/13 129 items
This auto-ethnography focuses on the process of developing a teacher educator identity for the new teacher educator whose career path did not begin in the Pre K-12 setting. By examining her own experience the author explores the tensions and difficulties that beset new nontraditional faculty of teacher education and compare them to those of traditional teacher educators.
Updated: Dec. 20, 2016
The purpose of this case study was to document the development of a beginning elementary teacher identity for science teaching at the elementary school. In doing so, this study traces the experiences throughout her life in various contexts and examines how those impacted the development of her identity for science teaching. As revealed in the findings, the beginning teacher did not have a strong science identity as a young learner of science. She articulated no enthusiasm about science and was unable to share many critical experiences with science across her schooling years. A shift in her identity occurred when she went to university and gained an interest in science because she was provided with opportunities to think and do science in contemporary ways.
Updated: Oct. 31, 2016
The goal of this study was to examine how pre-service teachers with learning disabilities (LD) perceive their professional training during their first years of Teacher College and whether perception will change during the course of the first term of their undergraduate studies. The findings reveal that the pre-service teachers with learning disabilities had unique perceptions and needs as well as common perceptions of pre-service teachers during their training practice.
Updated: Oct. 10, 2016
A Discourse Analytic Approach to Video Analysis of Teaching: Aligning Desired Identities With Practice
This article presents findings from a qualitative study of an experience that supports teacher candidates to use discourse analysis and positioning theory to analyze videos of their practice during student teaching. Using case study methods for data generation and analysis, the authors demonstrate how one participant used the analytic tools to trace whether and how she enacted her preferred teacher identities during student teaching.
Updated: Oct. 05, 2016
Releasing the Hidden Academic? Learning from Teacher-Educators’ Responses to a Writing Support Programme
This article describes the initiation of a writing support programme for teacher educators in a new university and analyses its impact. A key finding has been that supporting staff to write is not simply a case of ‘hurrying them along’ but requires understanding of the particular barriers to writing for this group.
Updated: Sep. 28, 2016
The purpose of the study was to understand how practice in multigrade classrooms in villages located in rural areas in Turkey might influence preservice elementary teachers’ identity. The results indicated a positive change in teachers’ willingness to engage in the profession. The practicum is very important in providing preservice teachers with experience in this type of classroom, as well as in developing a set of role expectations and positive attitudes towards multigrade teaching. The results indicated that these experiences helped students to recognise new institutional roles and modify their expectations, as well as creating positive attitudes towards multigrade schooling and the realities of rural life.
Updated: Sep. 21, 2016
This article examines the perceptions of experienced teachers who take on the role of leading the development of subject knowledge of new and experienced teachers through a case-study approach. The findings reveal that each teacher was able to identify the impact of leading professional development has on their professional skills. Furthermore, this new role has changed the way that they view themselves as teachers, and their practice as teachers. In conclusion, this research advocates the provision of opportunities for new teacher educators to be involved with other teacher educators, including those more experienced, to explore together their professional knowledge, practice and identity.
Updated: Sep. 19, 2016
Exploring The Professional Development Needs of New Teacher Educators Situated Solely in School: Pedagogical Knowledge and Professional Identity
This article investigates the experiences of secondary teachers within their workplace as they take on the role of leading subject knowledge development days for small groups of student-teachers through a case-study approach. The findings reveal a number of professional development needs of new teacher educators situated solely in school, some similar with those situated in higher educational institutions, including fostering an understanding that modelling needs to be made explicit to student-teachers. This has important implications with the introduction of Teaching Schools with responsibilities for educating student-teachers in England.
Updated: Sep. 04, 2016
The present study explores the tensions and challenges experienced by new teacher educators in higher education in England, large numbers of whom are coming directly from posts as schoolteachers. The study suggests that new teacher educators may inevitably default to an impoverished pedagogical model in the early stages of their practice, and argues that this is an area which warrants further consideration by the teacher education community as a whole.
Updated: Sep. 04, 2016
The present study raises awareness on issues pertaining to teacher educators’ professional development in the Greek-Cypriot context. Findings indicate that teacher educators are involved not only in formal but also informal learning, both through and without interaction. Learning through interaction involves participation in seminars as well as informal conversations with colleagues, but not structured forms of peer learning. Learning without interaction resembles self-study and reflection, but not intentional experimentation with practices. These findings reflect the individualized character of educators’ professional development, while systemic opportunities for peer learning remain scarce.
Updated: Jul. 03, 2016