International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Teaching conditions
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25 items
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This paper presents an alternative explanation for turnover—one grounded in organizational theory and substantiated by an emerging line of research. In doing so, it reframes the debate over what fuels high rates of teacher turnover in high-poverty schools and provides advice for policy makers and practitioners. This paper reviews six studies analyzing turnover as a function of school context rather than as a function of student demographics. The review suggests that teachers who leave high-poverty schools are not fleeing their students. Rather, they are fleeing the poor working conditions that make it difficult for them to teach and for their students to learn. The working conditions that teachers prize most include school leadership, collegial relationships, and elements of school culture.
Published: 2015
Updated: Mar. 08, 2017
2
The goal of this study was to explore teachers’ beliefs about students in the United States and if these beliefs evolve during the first five years of teaching. Findings from the present study indicate that teachers’ beliefs about students are positive and adaptive and become more cohesive and positive during the first five years of teaching, despite the challenges typically encountered by beginning teachers.
Published: 2014
Updated: Mar. 31, 2015
3
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.
Published: 2011
Updated: Feb. 10, 2014
4
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.
Published: 2011
Updated: Feb. 10, 2014
5
This paper reports on male trainees’ reactions to a pilot year intervention in which a male-only support group was set up. The participants were 12 male trainees. Overall, male trainees’ responses indicated that the introduction of the male-only group was an effective strategy to address the issue of being vulnerable and feeling ‘isolated’ in a female-dominated environment.
Published: 2012
Updated: Nov. 11, 2013
6
The authors examined how preservice secondary mathematics teachers (PSMTs) integrated technology into their student teaching for the purpose of increasing their pupils’ mathematics understanding. The authors found that technology enhanced PSMTs’ quality of life by facilitating their lesson planning, helping them stay on track, reducing their stress, and making it easy for them to adjust, modify, and reuse their lessons.
Published: 2011
Updated: Jul. 17, 2013
7
In this article, the authors examine how experiences during teacher education affect student teachers’ decision on job entrance. The authors examined case studies of 12 student teachers: six student teachers who indicated a major increase in intention to enter teaching and six who indicated a major decrease. The data revealed that guidance, support, follow-up, and feedback on field experiences are crucial determinants of student teachers who indicated a major shift in their intention for job entrance.
Published: 2012
Updated: Aug. 27, 2012
8
The current study examines the relations between school context variables and teachers’ feeling of belonging, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Six aspects of the school context were measured: value consonance, supervisory support, relations with colleagues, relations with parents, time pressure, and discipline problems.
Published: 2011
Updated: Jun. 27, 2012
9
In this article, the authors examine how working conditions predict both teachers’ job satisfaction and their career plans. The authors found that measures of the school environment explain away much of the apparent relationship between teacher satisfaction and student demographic characteristics. The conditions in which teachers work matter a great deal to them and, ultimately, to their students. Teachers are more satisfied and plan to stay longer in schools that have a positive work context, independent of the school’s student demographic characteristics.
Published: 2012
Updated: May. 28, 2012
10
The purpose of this study is to investigate ethical dilemmas in critical incidents and the emerged responses that these incidents elicit. The critical incidents revealed a multifaceted model of ethical dilemmas, among them clashing with rules, standards, or norms in school. Furthermore, the findings also revealed a multitude of derived responses.
Published: 2011
Updated: Dec. 29, 2011