Search results for: School culture
Page 3/4 35 items
This article considers the implications of mentoring for the discursive formation of professional identities of newly graduated teachers in Victoria, Australia. The paper draws attention to the effects of mentoring as conceived in this context on the construction of new teacher identities, the close relationship between professional standards and mentoring, the relationship between mentoring and the performative culture of schools, and what it means to be ‘a good teacher’ within this culture.
Updated: Sep. 05, 2010
Identity Formation of Teacher–Mentors: An Analysis of Contrasting Experiences Using a Wengerian Matrix Framework
In this article, the authors use Wenger’s matrix framework to analyze the experiences of two teacher–mentors. The authors also use this framework to interpret how the teacher–mentors’ identities are formed during the process of mentoring student–teachers. Factors that contribute significantly to the development of the teacher–mentors’ identity include the school culture, the ‘personalities’ of the other community members, and the influence of other relevant communities of practice.
Updated: Aug. 17, 2010
In this article, the authors examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, the authors discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Implications are discussed in terms of both teacher education and professional development programs.
Updated: Jun. 29, 2010
This study profiles and compares international social contexts for teacher workplace informal learning from the teachers' perspectives. Set in elementary schools in the U.S. and Lithuania, the study illustrates how teachers make sense of and engage in professional learning within their historical, political and administrative contexts.
Updated: May. 25, 2010
Discrimination, Performance and Recuperation: How Teachers and Pupils Challenge and Recover Discourses of Sexualities in Schools
This article seeks to examine the ways in which a heteronormative discourse dominates the practice and policies of schools in respect of sexualities. The response of the dominant discourse is to reassert its control, closing down such performance and re-emphasising old normativities. However, in this complex and messy expression of sexualities in schools identities are changed for all.
Updated: May. 09, 2010
This study addresses recent changes in professional development policy, practice, and theory, in which professional development has increasingly become continual, collaborative, and school based. The authors conducted this study to understand more fully the delivery of school-based professional development within a high-stakes accountability context.The authors argue that school leadership, culture, and resources, as well as the structure and content of professional development, filter policy initiatives before they ultimately shape teacher learning experiences.
Updated: Oct. 14, 2009
Based on the German Didaktik tradition and classroom interaction, an approach for the analysis of pedagogical authority is proposed providing an analytical tool for examining and understanding its constitutive elements and explaining its construction. It posits the existence of three types of interaction or relation from which pedagogical authority emanates: pedagogical interaction, deontic interaction and didactic interaction. Data collected from four teachers’ interviews in Finnish comprehensive schools.
Updated: Apr. 23, 2009
This study examined relations between teachers' perception of the school context, teacher burnout, and teacher job satisfaction. 563 Norwegian teachers in elementary school and middle school participated in the study. Four aspects of teachers' perception of the school context (supervisory support, time pressure, relations to parents, and autonomy) and three dimensions of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) were measured.
Updated: Apr. 01, 2009
The paper presents findings from a qualitative case study of a public Montessori magnet school in the United States. It focuses on two teachers' experiences, identifying how their teaching is situated in school scripts. Those teachers utilized contradicting school scripts for a variety of purposes and to incorporate diverse practices. The paper describes the teachers' experiences of and responses to contradicting scripts.
Updated: Mar. 26, 2009
This paper considers whether there is value in introducing student teachers to schools of different ethos as part of their initial teacher education. A 2-year study of undergraduate post-primary student teachers at a university college in Northern Ireland reveals that encounters with schools of different ethos can help student teachers to understand differences between schools and their visions of education, as well as correcting misunderstandings and challenging stereotypes.
Updated: Jan. 21, 2009