Search results for: Teaching experience
Page 6/14 134 items
In this article, the authors present the findings of a study conducted in the context of a national ‘contest of novices’ story writing’ in Israel (2004–2005). This study inquired into first-year teachers’ self-images, struggles, and concerns in the Israeli educational context, as discerned from the 10 selected stories. The analysis of the stories uncovered content dimensions of what the authors refer to as ‘shady corners of teaching’. These corners revolve around three interrelated themes: (1) realizing the limitation of teachers’ capacity; (2) coping with the realization that vision is incompatible with reality; and (3) struggling with the multiple voices that operate in the educational system.
Updated: Feb. 10, 2014
This article uses previous research on beginning English teachers’ major concerns to frame the exploration of concerns faced by four beginning teachers. This article seeks to expand on that research by examining the concerns faced by four beginning teachers and considering the implications of those concerns for teacher preparation. The author concludes that in addition to those identified by the previous research, the four beginning teachers in this study dealt with adjusting to the teaching profession, accepting their students, and managing their emotions.
Updated: Feb. 10, 2014
This study explores the job satisfaction and career development of beginning teachers in Hong Kong at a time of education reform. The authors are interested to understand teachers’ reasons for joining the profession, and how their personal goals interact with the teaching environment to shape job satisfaction. The participants were eleven graduates from the Post-graduate Diploma of Education (PGDE) Primary Programme of the Hong Kong Institute of Education in 2007. The findings reveal that the school environment was found to be more determinative of teachers’ satisfaction and their initial teaching orientation. The authors suggest that teachers’ level of job satisfaction may be improved through systematically reducing their non-teaching workload by a generous increase in the number of supporting staff in schools.
Updated: Dec. 17, 2013
Redesigning Academic Essays to Promote Teacher Reflection on Selected Issues of Learning and Teaching Related to the Current Educational Reform in Hong Kong
This article describes the design of an assignment structure that promotes teacher reflection on important issues related to a major education reform in Hong Kong. This article reported a grounded model explaining how this innovative assignment structure promotes reflection. The model situated the reflective assignments within the local teaching context in Hong Kong. The model also highlighted the importance of different forms of assistance and guidance in facilitating teachers’ reflective engagement in completing these cognitively demanding assignments.
Updated: Dec. 16, 2013
Teaching Anxieties Revealed: Pre-service Elementary Teachers’ Reflections on their Mathematics Teaching Experiences
The current study analyzed pre-service teachers’ reflections at the conclusion of an elementary mathematics field experience. The authors were interested to determine common themes surrounding anxiety-related events based on mathematics practice-teaching experiences. Through qualitative analysis of pre-service teachers’ reflections, three categories and ten themes surrounding elementary pre-service teachers’ anxiety-related events based on mathematics practice-teaching experiences emerged.
Updated: Dec. 15, 2013
Charting a Way Forward: Intersections of Race and Space in Establishing Identity as an African-Canadian Teacher Educator
This research project grew out of the author's desire to address and transform her experience as a Black, female teacher educator in a White settler province and country. Along with self-study methodology, the author uses critical race theory and feminist post-structural theory to analyze the construction of her racial identity and relations of power in a White settler society.The author concludes that empathy, validation and acceptance from colleagues have buoyed her confidence as she searches for ways to narrow the racial and cultural divide between self and other in order to build collaborative relationships with students. Three important tools that have proved highly effective are critical race theory, critical pedagogy, and feminist post-structuralist theory.
Updated: Dec. 11, 2013
In this collaborative self-study, the authors were interested to examine their own transition from doctoral students to assistant professors. Data revealed three turning points highlight the impact of the authors' new roles on all aspects of their practice as teacher educators and their thinking about teaching and teachers. The first turning point speaks to how the authors were challenged to reframe what counts as quality teaching in the academy. The second turning point revealed the authors' feeling that it is important to be strategic about the research they conduct to ensure sufficient opportunities for publication. Finally, the third turning point was an expression of the pressure the authors felt to do an outstanding job at each of the three components of their roles: teaching, research, and service.
Updated: Dec. 10, 2013
Using self-study approach, the author was interested to learn about teaching teachers. The author positioned herself as a novice in the unfamiliar context of learning to ride a horse. Two themes emerged through pattern analysis. The first theme to emerge through the author's early journal entries was empathy for her students’ anxiety and vulnerability when learning a new skill with such high stakes. The second theme was the fact that the author had fallen but got back in the saddle with renewed confidence spoke volumes about learning.
Updated: Dec. 03, 2013
Coping, Confidence and Alienation: The Early Experience of Trainee Teachers in English Further Education
The current article examines what both in-service and pre-service trainee teachers learn from their early experience of teaching in further education (FE) colleges in England. This article draws on data gathered between 2005 and 2009 from two separate projects. The studies on which this article is based, indicate that many trainee teachers in FE colleges, pre-service or in-service, encounter isolation, poor support and little guidance, however well they manage these conditions. However, the understanding of alienation employed in this article helps to highlight the importance of control and agency in teachers’ development.
Updated: Nov. 18, 2013
In this article, the author analyzes how participation in teacher-led, semester-long, action research projects influences early career teacher perceptions of support and learning. Results show that teacher-led action research projects as a professional development structure contribute to the development of a supportive professional culture, feelings of context-specific support, and feelings of empowerment and being overwhelmed in an urban school staffed primarily with early career teachers.
Updated: Aug. 27, 2013