Search results for: Experienced teachers
Page 5/6 59 items
This article suggests that the ability to satisfice – that is, develop temporary but sufficient solutions – enables teachers to survive the early years of practice. However, it appears that, paradoxically, satisficing is one of the skills that is developed with experience. As the authors demonstrate, veteran practitioners have learned how to cope and by mentoring, they can help newcomers deal with the complex problems of initial practice.
Updated: Aug. 03, 2010
Role Reversal within the Mentoring Dyad: Collaborative Mentoring on the Effective Instruction of English Language Learners
This mixed-methods investigation examined the collaborative mentoring of teachers in a large school system in the south-eastern United States. The investigation was guided by two purposes. The first was to examine collaborative mentoring as unstructured peer-to-peer coaching. The second was to examine how licensure courses contributed to the emergence of collaborative mentoring. After completing courses, 84 teachers reported significant increases in frequency and duration of interactions for sharing best practices with colleagues. Of 33 novice teachers recently trained in teaching ELLs, most found themselves mentoring veteran teachers yet untrained in teaching this student group.
Updated: Feb. 21, 2010
Comparative Study of the Evaluation of Professional Competencies by Experienced and Trainee Spanish Primary Teachers
The aim of this study is to identify the competencies which a wide sample of teachers in Spanish primary schools consider to be important for their professional performance and which they use in their everyday teaching. Furthermore, the study examines to what extent the teachers' university training prepared them for their practicing professional development. The proposals are made for training based on the articulation between theory and practice, to allow the professional competencies mentioned to be developed and used in practice, as well as encouraging close collaboration between teacher trainers and experienced practicing teachers.
Updated: Jan. 31, 2010
The Secrets of Successful Veteran Biology Teachers: Metaphors of Evolution, Regeneration, and Adaptation
Voices of veteran junior high and high school biology teachers are seldom heard. The purposes of this study are (1) to enhance the understanding of personal and contextual factors influencing veteran teachers' career choices; (2) to create veteran teachers profiles; (3) to examine their survival strategies; and (4) to find out what the education system needs to do to enjoy successful their possible contributions. The findings revealed three types of survival strategies: (1) adapting, transforming teachers; (2) non-transforming teachers; and (3) regenerated teachers.
Updated: Dec. 07, 2009
The major aim of this study is to expose attitudes, ideas, beliefs, feelings, and insights that veteran theatre teachers may have experienced in referring to their work, to their life career, and to their own selves. Analyzing the musings of experienced theatre teachers is a way to discover that there are identifiable parameters involved in the formulation of an experienced teacher's identity. Studying the identity of veteran theatre teachers is assigned, in this respect, to the role they play in the 'game' of teaching.
Updated: Dec. 07, 2009
The Role of 'Accomplished Teachers' in Professional Learning Communities: Uncovering Practice and Enabling Leadership
This article describes the signature role played by accomplished, experienced teachers in professional learning communities, and the importance that these practitioners make their teaching public and shared. In so doing, the authors describe how accomplished practices can be shared between classrooms and between practitioners with varying levels of experience. The authors examine five different examples, three from programs developed by the Carnegie Foundation for the Advancement of Teaching and two studies done on and with the National Writing Project. The authors conclude that robust, lasting professional development must begin with what teachers know and do, effecting educational reform from within the classroom.
Updated: Dec. 02, 2009
This article attempts to identify the distinctive qualities of successful veteran teachers, referred to as “expert teachers”, which separates them not only from novice teachers but more importantly from experienced non-expert teachers. Based on earlier case studies, this article maintains that the critical differences between expert and non-expert teachers are manifested in three dimensions: their ability to integrate aspects of teacher knowledge in relation to the teaching act; their response to their contexts of work, and their ability to engage in reflection and conscious deliberation. The data drawn on in this article consist of case studies, spanning 18 months, of four ESL teachers in Hong Kong.
Updated: Dec. 02, 2009
Drawing upon a range of research, this article seeks to explore how and why teachers in the third and fourth decades of their professional lives sustain or do not sustain their beliefs and sense of commitment to teaching at its best. The authors address the challenges regarding veteran teachers' commitment and resilience by illustrating the stories of two teachers.The illustrations of two veteran teachers provide three important messages for researchers, school leaders and policy-makers interested in understanding teachers' work, lives and effectiveness and raising and maintaining standards.
Updated: Dec. 02, 2009
Voices Less Silenced: What Do Veteran Teachers Value in School–University Partnerships and Initial Teacher Preparation?
The purpose of this article is to describe how veteran teachers understand and experience the development of a Professional Development School (PDS) partnership. Furthermore, it describes how they participate in initial teacher preparation program reform. The author presents a case, which examines the voices and participation of veteran teachers in developing a PDS in depth. Evidence from this study demonstrated significant findings about what veteran teachers valued in initial teacher preparation in this particular case: character, structure, and multiple forms of collaboration.
Updated: Oct. 26, 2009
Degree of Alignment between Beginning Teachers' Practices and Beliefs about Effective Classroom Practices
The goal of the current study was to explore the alignment of beginning teachers' beliefs and practices, in comparison to an experienced, exemplary teacher. To further explore relationships between teachers' beliefs and practices, the authors also explored aspects that might help beginning teachers become more effective. Participants included six beginning primary school teachers and one experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives.
Updated: Jul. 21, 2009