Search results for: Teacher role
Page 6/11 102 items
The main purpose of the present research is to investigate the perceptions of the student teachers regarding mentor roles and create a reliable Mentor Teacher Role Inventory (MTRI) for a distance English Teacher Training context. The analysis shows that the MTRI is a very valid and reliable instrument. The author concludes that an imperative implication of the present study is that a reliable and valid Mentor Teacher Role Inventory is constructed. The analysis of the MTRI yielded mentor dimensions similar to those reported in previous literature increasing the confidence in the stability of these mentor roles.
Updated: Mar. 07, 2012
Career Pathways: Does Remaining Close to the Classroom Matter for Early Career Teachers? A Study of Practice in New Zealand and the USA
This paper presents a case study of an early career teacher in order to illustrate and provide a platform from which to consider two teacher leadership roles – the consulting teacher in Maryland, USA and the specialist classroom teacher in New Zealand. The case study presented in this article show how teachers can be mobilized to accept the leadership of their colleagues when their talk is about learning.
Updated: Jan. 12, 2012
The current study investigates how entering female preservice teachers position themselves. More specifically, the authors examine the plotlines, obligations, responsibilities and duties these teachers are prepared to enact, the expectations they hold for students, and the implications these have for teacher education.
Updated: Dec. 29, 2011
This article presents findings from a questionnaire which was developed to explore students’ perceptions of career guidance by teachers during career conversations. Data were collected from 579 students from vocational schools in the Netherlands. Four different guidance profiles of teachers were identified. It was also found that during career conversations, teachers and students hardly talk about career subjects and mostly about school subjects.
Updated: Dec. 19, 2011
The present paper argues that the lack of attention to mentoring in teacher education reflects Marx’s notion of hidden labor in economic systems. The article draws on discussions from an American mentor teacher advisory council to illuminate otherwise marginalized aspects of mentors’ work. The authors conclude that “intersection contexts”, where the voices of various constituencies in the mentoring of pre-service teachers can be heard, should be developed.
Updated: Dec. 06, 2011
The Role of Teachers’ Orientation to Learning in Professional Development and Change: A National Study of Teachers in England
This article examines a hypothesized model of teacher orientation to learning and its relationship to teacher learning change. The results show that teachers bring an internal, external and collaborative orientation to their professional learning. The beliefs and practices associated with these orientations are also shown to have a moderate influence on teacher learning change.
Updated: Dec. 06, 2011
This study explores empirically a two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID. The findings indicate that there is empirical support for the model. This model provides a viable tool for mentor teachers’ reflections and, subsequently, for changes in and enhancement of mentor teachers’ role repertoires.
Updated: Nov. 17, 2011
The current evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to a leadership role in their curriculum areas. The authors used a mixed method approach utilised both quantitative and qualitative data to investigate understandings of the pilot programme from three perspectives: (a) the Senior Subject Adviser ; (b) the managers of the School Support Services hosting the Senior Subject Adviser in their regions; and (c) the teachers whom Senior Subject Adviser supported.
Updated: Nov. 01, 2011
How Beginning Special and General Education Elementary Teachers Negotiate Role Expectations and Access Professional Resources
The purposes of this study were twofold: (1) to explicate differences in the curricular, instructional, and role expectations experienced by beginning special and general education elementary teachers, and (2) to document variations in how novices from both groups addressed expectations they encountered. The study found considerable differences in the curricular expectations placed on novice special education and general education teachers, the students they were assigned, and the classrooms and physical settings in which they were expected to work.
Updated: Oct. 27, 2011
The goal of this study was to identify high school teachers who were perceived by their students as creating classroom contexts that were particularly supportive of students’ motivation and learning, and to describe their practice. The participants were 2,864 students in Grades 9–12 from three high schools and 4 of their teachers. Analysis of the field notes suggested a model that consists of three core themes: supporting understanding, building and maintaining rapport, and managing the classroom. Within this framework, a number of the teacher practices described served more than one of these three functions, and some, such as teacher movement and the use of varied participation structures, served all three.
Updated: Oct. 24, 2011