Search results for: Teacher role
Page 10/11 102 items
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
The authors focus on the role of emotions in preparing preservice and in-service teachers to confront educational and societal inequities. 14 graduate students who enrolled in a course on urban education participated in the study. The authors analyze students’ understandings of a critical incident in the course about gender inequities through individual semistructured interviews, focus group interviews, and document analysis. Four prevalent patterns of emotional selectivity emerged within the specific context of gender inequity in educational contexts. The fourth of these patterns considers emotions-reason informing knowledge, identities, and actions. This pattern offers pedagogical possibilities for challenging personal, educational, and societal inequities as it situates the focus of teachers’ roles as active agents of change.
Updated: Mar. 18, 2009
The article compares and evaluates teacher induction in Canada and Japan, following an overview of each educational system and an assessment of higher education in each region. Based on the author's personal teaching experience and research, suggestions for educational reforms are made to enhance the role of teachers.
Updated: Mar. 04, 2009
More than A Place to Teach: Exploring the Perceptions of the Roles and Responsibilities of Mentor Teachers
The goal of this study was to shed light on mentor teachers' perceptions of their roles and responsibilities and to contrast their understandings with a normative view of mentoring (Goldsberry, 1998; Hawkey, 1997). The authors hypothesized that the mentor teachers' perceptions would likely differ from established conceptions of this construct. This difference has significant implications for mentor preparation and university collaboration.
Updated: Feb. 02, 2009
The authors explore how differences in cognitive complexity were related to role expectations, conceptions of teaching problems, and the use of evidence for justifying beliefs. They draw on data from a US study of nine mentors and mentees, including mentee scores on the Reasoning about Current Issues (RCI) Test, which offers a measure of cognitive complexity.
Updated: Jan. 26, 2009
This case study examines how differing views on the teacher's role in school reform affected the work of a school–university partnership. The school district and the university had a history of partnerships and shared common general goals. Yet, as the partnership progressed, conflicting perspectives about teaching and the purpose of professional development became evident and created dilemmas that influenced the nature of the work. This study highlights the complex issues embedded in school–university collaboration.
Updated: Jan. 15, 2009
The article describes the research and development phase of a project conducted in a secondary school in Norway. The study focused on the teacher's role during the initial phase of the project, and the cooperation between the teachers and the researcher. Teachers' attitudes were traced during the start-up phase, and were outline with empirical data.
Updated: Apr. 08, 2008
Contesting the Curriculum: An Examination of Professionalism as Defined and Enacted by Australian History Teachers
In this article, the author presents an analysis of professionalism as defined and enacted by the History Teachers' Association of New South Wales (HTANSW). The author's aim for this project was to explore what professionalism means in practice for a unique group of teachers: those who have made an active and fundamental commitment to their subject community by voluntarily serving on the executive committee of their subject-based professional association.
Updated: Feb. 17, 2008
In this paper, three online classes were studied using positioning theory as a grounding framework to elicit ways in which instructors self-position as well as how their students position them, and the relative impact of these positions along with presence levels on persona development. Findings demonstrate that both instructor activity levels and use of performative position statements likely impact student expectations, and that students are unlikely to engage in instructor positioning that falls outside the standard definition of the traditional instructor role unless doing so has been modeled by the instructor him/herself.
Updated: Feb. 10, 2008
Towards a New Professionalism in School? A Comparative Study of Teacher Autonomy in Norway and Sweden
The authors argue that both individual teacher autonomy at the local workplace and autonomy at the national level embracing teachers as a collective group are important in analysing teachers’ professional autonomy. In comparing teachers’ professional autonomy they differentiate between processes of individualisation and collectivisation. Their analysis indicates, although intra-national differences, that the difference between Norwegian and Swedish teachers is striking.
Updated: Feb. 03, 2008