Search results for: Experienced teachers
Page 4/6 59 items
Beliefs About Classroom Practices and Teachers’ Education Level: An Examination of Developmentally Appropriate and Inappropriate Beliefs in Early Childhood Classrooms
The purpose of this study was to investigate the relationship between teachers’ educational levels and teacher beliefs about practices in early childhood classrooms. The authors examined differences between lead teachers and teacher assistants in publicly funded prekindergarten classrooms on their beliefs about developmentally appropriate and inappropriate practices. Primary findings suggest significant differences between lead teachers and teacher assistants in terms of their beliefs about both developmentally appropriate and inappropriate practices.
Updated: May. 09, 2012
This article describes and interprets the career experiences of four veteran secondary teachers and their ability to resist plateauing. Three areas of veteran teacher research informed this study: career stages, plateauing, and resiliency. It was found that Building leadership, student affirmation, and external support keep teachers enthusiastic.
Updated: Mar. 01, 2012
Induction Needs of a Group of Teachers at Different Career Stages in a School in the Republic of Ireland: Challenges and Expectations
The current study examines how a school-based induction programme can best accommodate the needs of a diverse group of teachers at different career stages. This case study carried out in a socially disadvantaged secondary school in the Republic of Ireland. Findings reveal that the induction needs of both newly qualified teachers and returning teachers were broadly similar.
Updated: Nov. 29, 2011
Emotions that Experienced English as a Foreign Language (EFL) Teachers Feel about their Students, their Colleagues and their Work
The current article describes a study that examined what emotions the experienced EFL teachers perceive in their work and the implications this has for their development. Nine university EFL teachers in Tokyo participated in the study. It was found that amongst these experienced teachers the two ‘positive’ emotions of liking and caring for students were especially common. However, the teachers expressed negative emotions regarding their colleagues and institutions.
Updated: Nov. 29, 2011
The purpose of this article is to make a contribution to the neglected area of study of mentor training by presenting some examples of innovative practical techniques designed to link theory with practice. The authors' experiences suggest that mentoring presents an opportunity to reevaluate teaching practices in collaboration with a mentee, as well as within a supportive community of fellow mentor teachers, thereby contributing to ongoing learning and development.
Updated: Jul. 17, 2011
The current paper focuses on an experienced high school mathematics teacher who changed her practice without participating in planned interventions aimed at producing this change. The article reports on the nature of the teacher’s change from her perspective and an interpretation and understanding of the change from the researcher’s perspective. The article discusses three types of change that are possible depending on the level of engagement of the teacher in professional development opportunities: instrumental change, conceptual change, and foundational change.
Updated: May. 26, 2011
‘It’s Getting Me Thinking and I’m an Old Cynic’: Exploring the Relational Dynamics of Mathematics Teacher Change
This paper investigates the relevance of actor-network theory to understanding teacher change in mathematics education by considering a single teacher change narrative. The article is centered on a veteran teacher of mathematics who participated in a teacher led, teacher-educator-supported professional development project. Three conceptual tools appropriated or adapted from actor network theory are used to describe and analyze features of this teacher narrative.
Updated: May. 26, 2011
Experienced Teachers’ Strategies for Assessing Nature of Science Conceptions in the Elementary Classroom
The current study investigated the nature of science (NOS) assessments K-4 classroom teachers developed for measuring students’ understandings of NOS elements. The authors collected copies of teachers’ action research designs, lesson plans, and assessment tools, conducted classroom observations and made field notes of their science instruction and assessments. The authors found that experienced teachers designed a variety of strategies for assessing NOS conceptions that differed by grade level.
Updated: May. 13, 2011
The present case study investigates the experiences of three novice teachers engaged with more experienced teachers in a teacher study group during their first year of teaching. The study emphasizes the importance of legitimacy and peripherality provided by the more experienced teachers.
Updated: Apr. 26, 2011
The Importance of Collegiality and Reciprocal Learning in the Professional Development of Beginning Teachers
This article discusses factors that enhance induction experiences for beginning teachers. The paper reports the findings from case studies that explore the impact of new entrants to the teaching profession in Scotland. The data suggest that the most supportive induction processes mix both formal and informal elements. However, the data indicate that the informal elements such as collegiality, good communication and a welcoming workplace environment should not be underestimated. The study also highlights the potential benefits of a more collegiate environment for teachers across the career phases.
Updated: Dec. 26, 2010