Search results for: Teacher development
Page 3/4 37 items
The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualization. In this paper the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. The result is an empirically grounded conceptual framework on teacher development and teacher professionalism. Central concepts are 'professional self-understanding' and 'subjective educational theory'. These concepts are components of the personal interpretative framework every individual teacher develops throughout his/her career.
Updated: Jul. 20, 2009
The article maps out key features of self-study in teaching and teacher development, particularly in relation to social action. The authors have become increasingly interested in how self-reflexivity in teaching and teacher development can illuminate social and educational challenges that have resonance beyond the self and can inspire context-specific, practitioner-led responses to those challenges. The examples that they use point to the potential for ministries and faculties of education to support self-study initiatives as an approach to social action and community development.
Updated: May. 14, 2009
The authors contribute to the empirical and theoretical arguments challenging stage theories of teacher development. The authors challenge those views with evidence of novices attending to students’ thinking early in their teaching. The authors also offer framing as an alternative perspective on whether and how teachers attend to student thinking.
Updated: Mar. 26, 2009
Narrative Inquiry for Teacher Education and Development: Focus on English as A Foreign Language in China
Teacher education and development takes place within an encompassing local system of education and ongoing forms of school improvement. The article presents a narrative inquiry approach to teacher development that builds on the existing educational system, ongoing school reforms, and culturally established ways of knowing and being.
Updated: Mar. 26, 2009
The rationale for the use of Vygotskian framework is provided in the context of describing the various models of professional development. Within this theoretical framework, it is argued that concepts formulated by Vygotsky that are relevant to the education of students in school settings are also applicable to the professional growth of teachers in their work places.Various implications for effective professional development are presented by linking the developmental aspects of professional development and major tenets of Vygotsky's developmental theories.
Updated: Oct. 02, 2008
A personality profile (Myers-Briggs) was run against 58 teachers in the state of Florida. Descriptive data includes frequency and percentage of response for each Type Indicator and for each combination of Type Indicators. Additionally, the significant results (p<.01) occurring for the combined ENFP type contradicts the typical ISFJ type as reported in other research characteristic of other American elementary educators.
Updated: Jun. 24, 2008
The article explores imaginative creative teaching, based on Goethe's scientific method. For examples, the writers utilize data on early professional development of new teachers. The writers emphasized that an imagination is a requirement to becoming an authentic teacher.
Updated: May. 27, 2008
Identifying and evaluating teachers’ knowledge in relation to child abuse and neglect: A qualitative study with Australian early childhood teachers
The authors of the article call for increased awareness about child abuse and neglect. Folowinmg a qualitative study of eight teachers and utilizing Grossman's The Making of a teacher: Teacher knowledge and teacher education, findings revealed in the absence of education regarding child abuse and neglect, early childhood teachers implemented knowledge in resourceful ways, adapting early childhood knowledge with personal and professional resources. The study revealed the need for more formal teacher education on this topic.
Updated: Apr. 08, 2008
A study was conducted to understand how preservice teachers experience a videotaping and analysis of their instruction. The study examined the difficulties in transition from student subjectivity to teacher subjectivity within university-based teacher education.
Updated: Mar. 31, 2008
The article surveys the history of drug education. The study offers a comparison of the current approach and past 'vice' issues in the history of public schools, such as sex education and temperance education. The author challenges the question of knowledge definition and production as it relates to psychoactive substances.
Updated: Mar. 31, 2008