Search results for: Institutional context
Page 1/1 8 items
Considering Implications for Self and Institutions in Navigating Transitions in Teacher Education Administration
Three mid-career teacher educators, each of whom involuntarily served as mid-level administrators are now in the similar position of having left those roles. Each has a different story to tell and they come from very different institutions, yet find themselves experiencing many of the same issues and frustrations. This collaborative self-study was an intentional study of and reflection on how their administrative roles impacted or changed their perspectives on teacher education in general and how it changed them each personally. The weight of the role had lasting implications for their personal and professional selves. Their reflective journals, weekly online meetings, and responses to each other’s experiences resulted in findings that can inform the work of others in similar positions or circumstances. Those findings, while both similar and distinct, reveal enough commonality that the authors, as teacher educators often placed in positions of leadership, must consider the implications for their practice, their students, their scholarship community, and themselves.
Updated: Dec. 28, 2021
Thriving, not just surviving: The impact of teacher mentors on pre-service teachers in disadvantaged school contexts
This study explores the perceptions held by nine mentor teachers from four Australian secondary schools about the impact they have on pre-service teachers during professional placement. Using Fraser’s (2000, 2005, 2008) social justice framework as a theoretical lens, this paper examines what can be learnt from these teacher mentors about mentoring in disadvantaged school contexts. These mentor teachers felt their most significant impact was in shaping pre-service teachers’ awareness and responsiveness to contextual factors so that they could not only fulfil professional experience requirements, but also be better prepared for potential future teaching opportunities in disadvantaged school contexts.
Updated: Jun. 17, 2021
English is vertically distributed in the socioeconomic layers of Turkish society as there has been a discrepancy between English learning opportunities in public vs. private educational institutions and developed vs. underdeveloped regions. Attracting qualified English teachers to work in unprivileged regions and public schools would be one of the solutions for the social inequity caused by unbalanced access opportunities to satisfactory English proficiency. Collecting and analysing questionnaire data from pre-service teachers from 13 English Language Teaching departments (N = 583), and conducting semi-structured interviews with 88 participants, this study aims to understand regional and institutional plans of pre-service English teachers with a focus on factors affecting their plans. Majority of the participants plan to work in public institutions as they offer job security and moderate workload; on the other hand, professional development opportunities in private institutions are quite attractive for many teacher candidates. Participants seem to have a tendency to work in developed regions. Cultural concerns, geographical concerns, altruistic concerns, opportunities and beliefs derived from others’ experiences are found to be effective on their regional plans.
Updated: Dec. 28, 2020
This article examines factors affecting the inclusion of health and well-being. It also explores educational implications in light of the changing landscape of pre-service teacher education in England. The participants were pre-service teacher training institutions in England, who completed a survey regarding to the provision of health and well-being education.
Updated: Sep. 02, 2015
In this article, the author questions the micro–macro separation in discourse analysis, the separation of personal and institutional discourses. The author explores the connections between macro-level power inequities and micro-level interactional positionings, thereby establishing critical narrative analysis (CNA). She examines the focus of critical discourse analysis (CDA) on institutional discourses and problematize the definition of power discourses by looking closely at the intertextual recycling of institutional discourses in everyday narratives and at the adoption of everyday narratives in institutional discourses. Ultimately, the article proposes that CNA unites CDA and narrative analysis in a mutually beneficial partnership that addresses both theoretical and methodological dilemmas in discourse analysis.
Updated: Feb. 18, 2014
The paper analyzes the different factors exerting an influence on the professional knowledge, practices and performance of teaching staff involved in technical and vocational education and training (TVET). The author focuses particularly on the professional reality of vocational teachers as made manifest in the conjoined elements of the knowledge of teachers and professional cultures. He shows how closely teacher education and the institutional contexts are entwined in the minds of teachers as well as in professional cultures.
Updated: Mar. 09, 2009
This paper explains the process that is causing systems of teacher education in the EU, the USA and elsewhere to converge into a form of fewer qualitative distinctions. The authors argue that expansion brought about by processes familiar to globalization is creating wide differences in the cost of information that incentivizes use of standardized patterns for producing teachers. This study identifies institutional scale and the division of information as key factors that link the interaction of institutions across markets.
Updated: Feb. 02, 2009
Beginning Teachers' Technology Use: First Year Teacher Development and the Institutional Context's affect on New Teachers' Instructional Technology Use with Students
This empirical research study addresses the issues of new teacher development and the role of the institutional context on new teachers' instructional technology use. The study examines two first year teachers, their development during their initial year of classroom experience, and how the institutional context they entered affected their instructional decisions about technology use with students.
Updated: Feb. 10, 2008