Search results for: Experienced teachers
Page 3/6 59 items
Teachers' Exit Decisions: An Investigation into the Reasons Why Newly Qualified Teachers Fail to Enter the Teaching Profession or Why Those Who Do Enter Do Not Continue Teaching
The current study explores the motives for teacher attrition of newly qualified teachers who never started a teaching career and those dropping out after a short period. The analyses identified five reasons for exit attrition: ‘job satisfaction and relations with students’, ‘school management and support’, ‘workload’, ‘future prospect’ and ‘relations with parents’. The findings demonstrated that a lack of future prospects was the predominant reason for attrition. Furthermore, attrition differs according to gender, teaching degree and teachers' experience. Results reveal that exit attrition is highest for males and secondary school teachers.
Updated: Jun. 02, 2015
Measuring Teachers’ and Student Teachers’ Perceptions of Practice-Based Research in PDS and Non-PDS Settings
This study investigated the perceptions of experienced teachers and student teachers in Netherlands with respect to different aspects of practice-based research in professional development schools (PDS) and non-PDS settings and to what degree these perceptions differed. The respondents were asked about their perceptions of several distinguished elements associated with the four main concepts of practice-based research: contextual input, personal input, the research process and the learning outcomes. The findings revealed that the Questionnaire on Teacher Research to be a useful, reliable and valid tool for assessing teachers’ and student teachers’ perceptions of their practice-based research efforts in secondary education schools. Furthermore, it appeared that respondents scored, on average, highest with respect to their research motives and the outcomes of practice-based research.
Updated: Feb. 25, 2015
Coming to Know in the ‘Eye of the Storm’: A Beginning Teacher’s Introduction to Different Versions of Teacher Community
This article describes the experience of one beginning teacher in her first year of teaching. The findings reveal that three themes of global significance available for reflective analysis are interwoven throughout Anna Dean’s narrative of coming to know teacher community in her first year of teaching: (1) conflicting versions of teacher community, (2( shifting school landscapes shifting teacher identities, and (3) The eye of the storm-the perfect storm metaphors. The author concludes that beginning teacher’s experience of teacher community in the eye of a storm reveals how what exists in school contexts and in professional relationships between and among experienced teachers, administrators and consultants affects beginning teachers’ knowledge developments.
Updated: Feb. 24, 2015
The author argues that an important task of career-long teacher education is the encouragement of imagination and creativity in experienced teachers. The task implies a reversal of the managerialism that currently afflicts so many European education systems. The article begins by giving an analysis of pedagogical relationships to expose some of the reasons that teaching is an extraordinarily complex activity. Indeed it is so complex that it is not something that can be learnt in advance of experience. However, the author claims that experience is not enough on its own. To become excellent requires a career-long commitment to self-cultivation as teachers.
Updated: Oct. 21, 2014
In this study, the authors explore educators’ experiences in a research design that adheres to collaboration with educators; in this case in a year-long formative intervention in the context of teacher education. This analysis revealed three main contrasts, all of which the teacher educators experience as being consequential for their participation in the research. The first reflection related to how the teacher educators perceived their own position. The educators describe this position as one of agency and ownership, coupled with recognition of their expertise. Secondly, the position of the researcher was experienced as one that explicitly involves learning. Lastly, the research was experienced as being integrated.
Updated: Sep. 30, 2014
Investigating Teacher Efficacy: Comparing Preservice and Inservice Teachers with Different Levels of Experience
This research examined differences in the levels of domain-specific and general efficacy across groups of preservice and inservice teachers. The participants divided into four classifications: the preservice teacher—prior, preservice teacher – post, novice teacher and experienced teacher. The findings revealed that experienced teachers held the highest general teaching efficacy as well as the highest efficacy with regards to domain-specific areas such as student engagement and classroom management.
Updated: Aug. 27, 2014
Reflections at Hand: Using Student Response System Technology to Mediate Teacher Reflective Thinking
This study aimed to investigate the association between teachers’ self-reported reflective practices and their use of student response systems (SRS). The findings reveal that self-reflection scores and reported SRS use were low yet significantly correlated. Furthermore, the results show an increase in SRS predicts an increase in self-reflection.
Updated: Jun. 24, 2013
A national professional development (PD) framework was developed for the implementation of science standards published by the Israeli Ministry of Education, which was activated before introduction of the standards into the classroom. This research examines the contribution of PD and instruction to the implementation of science standards and whether seniority in teaching together with PD assisted in the implementation. The findings reveal that seniority in teaching helped in implementation, even though veteran teachers usually find it more difficult to accept change.
Updated: May. 29, 2013
This article describes a study which explored changes in the pedagogical content knowledge of preservice teachers after teaching a mathematics lesson twice to two groups of peers. The participants were 26 middle-level undergraduate preservice teachers (PSTs) in a large state university in the southwestern United States. This study revealed that receiving feedback from peers as well as professionals helped the preservice teachers to quickly modify the lesson and teach it to the next group of students.
Updated: Jan. 13, 2013
Technological Pedagogical Content Knowledge (TPACK) in Action: A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning
In this study, the authors were interested to examine the nature and development of teachers’ TPACK as it is applied in instructional planning. The authors also examined how planning changes when professional development focuses upon the design of content-based learning activities that are supported by selective and purposeful integration of educational technologies. The participants in this study were seven experienced social studies teachers from six different U.S. states. The results indicate that a content-based, activity-types approach to technologically inclusive instructional planning is compatible with existing approaches to teaching.
Updated: Sep. 23, 2012