Search results for: Roles
Page 1/1 8 items
This study aimed to add to the discourse about possible roles for mentor teachers and how to best support student teachers and mentors in negotiating these roles. The findings indicated that student teachers have clear ideas about what they desire in a mentor teacher. The authors found that some participants preferred emotional support and others wanted instructional support. However, none of the participants wanted socialization.In addition, the authors identified a new interpretation of the mentor teacher role (mentor as gatekeeper) that might be viewed negatively about the function of student teaching for some student teachers.
Updated: Sep. 06, 2017
The purpose of this study was to investigate what kind of emotions are significant as identity shaping for student teachers. The findings show that both positive and negative emotions influence the teaching experiences of the students. In addition, the study reveal that negative emotions exercised the strongest influence. Furthermore, it show that strong negative emotions were expressed related to teachers and supervisors.
Updated: Nov. 23, 2015
Educational Developers As Researchers: The Contribution of Insider Research to Enhancing Understanding of Role, Identity and Practice
The aim of this article was to explore the experiences of insider researchers and to draw comparisons between that role and the role of the educational developer, noting in particular the ambiguity of an ‘in-between’ existence that is common to both roles. The article illustrates how five aspects of insider research: proximity, multiple roles, internal politics, ethics and voice, may enable these tensions to be viewed from a different perspective. The author concludes that both insider researcher and educational developer are required to adopt a balancing act to function effectively and constantly need to reflect on their position to maintain the validity of their activities.
Updated: Oct. 11, 2015
In this paper the authors articulate a view of mentoring that extends into interactive and relational forms, fostering a redefinition of traditional roles and practices within mentor-protg models. From the perspectives of a senior administrator and two assistant professors, the authors revisit the mentoring spaces and relations within which the authors were engaged while working in an approach to arts-based educational research. The authors analyzed their work together while deconstructing the ways in which the authors have supported and unsettled each other. Through narrative inquiry the authors share reflections from dissertation research experiences.
Updated: Feb. 21, 2010
Participation, Roles and Processes in a Collaborative Action Research Project: A Reflexive Account of the Facilitator
This article analyses and discusses the roles and participation of those involved in a collaborative action research project to highlight the factors that influenced their content, quality and intensity. Emphasis is given to the reflections of the facilitator, who is the author, on the processes employed to achieve equal participation and roles in the action research. Meetings and interviews with teachers are content-analysed to provide descriptions of the timing, content and type of interactions among the members of the collaborative action research.
Updated: Jan. 12, 2010
Student motivation typically has been studied as it relates to extrinsic (e.g., reinforcement) and intrinsic (e.g., choice) sources of influence. The observation of Grades 3–5 classrooms engaged in Comprehensive School Reform (CSR), however, unexpectedly indicated that opportunities for both rewards and choice were scarce. This study sought to better understand what might influence student motivation in these settings.The central theme to emerge from the participant observation study was the key role of opportunity in students’ learning motivation and motivation to learn.
Updated: Dec. 22, 2008
Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse.
Updated: Dec. 14, 2008
Using situated social practice theories to investigate classroom interactions highlights the mutually constitutive nature of students' activity and classroom practices. Combined with examination of the circulation and techniques of power, students' appropriation of roles and redistribution of power is illuminated. In this case study, a teacher's hierarchical collaborative learning system spread rights to exercise power differentially among students.
Updated: Jun. 15, 2008