Search results for: Individual characteristics
Page 1/1 6 items
Preservice Teachers’ Beliefs About Childhood: Challenges for a Participatory Early Childhood Education?
The purpose of this study is to examine preservice teachers’ beliefs about childhood in an attempt to see how they may support an active, participatory role for children in early childhood education. The authors highlight three important conclusions from this research. First, preservice teachers already have a number of beliefs that explain children’s behavior, haracteristics, potentials, and needs when they enter university education. Second, beliefs about childhood vary among preservice teachers and some of their beliefs are related to known scientific theories about childhood or to existing typologies. Third, despite this variation, there are specific ontological and epistemological presuppositions underlying these beliefs that construct a framework theory for understanding childhood.
Updated: Nov. 04, 2015
This article describes a two-year longitudinal study of two “at-risk” US teenagers who successfully transformed their unusually challenging high school experiences into motivation to become classroom teachers. Results suggest (1) memories of personal adversity in school may have a profound impact on an individual’s orientation to teaching, and (2) these memories can be used advantageously by pre-service teachers. Implications for teacher educators are discussed.
Updated: Aug. 24, 2014
Becoming a VET Teacher as a Second Career: Investigating the Determinants of Career Choice and their Relation to Perceptions about Prior Occupation
The authors examine the factors influencing the choice of a second career as a vocational education and training (VET) teacher in Switzerland. The results provide an examination of validity of the FIT-Choice scale in a new context, a picture of the determinants of VET teachers' career choice, and an analysis of the relations between perceptions of prior occupations and these determinants, controlling for individual characteristics.
Updated: Jun. 05, 2013
In this article, the author seeks to represent a concept which is described by Deleuze and Guattari as movement that is simultaneous, asymmetrical, instantaneous, unfinalized, zig-zag. This movement is Deleuze and Guattari's concept of difference, that which they name becoming. To put this concept of becoming to work, the author uses three texts. One of the texts is a short excerpt from the author's fieldnotes taken during her ethnographic research on the subject formation of adolescent girls. Deleuze and Guattari's concept of becoming allows the author to explore Jesse's unique difference, to privilege her specificity.
Updated: Mar. 01, 2011
In this article, the authors seek to (1) investigate the applicability of theories of insider/outsider status to research conducted by and with multiracial individuals, (2) interrogate their own research experiences as multiracial scholars conducting research with multiracial students, and (3) identify implications from their analysis for other researchers. The authors conclude that understandings of methodological terms related to monoracial populations are limited in their applicability to research with multiracial individuals.
Updated: Jul. 13, 2010
The paper presents results from a large-scale online survey about the motivations of career change students, and their beliefs about the attributes that they bring to the teaching profession. The findings revealed that career changers' motivations were largely intrinsic. The data also revealed that career change entrants believed that the most important attributes they bring to teaching are life experiences, generic workplace skills and experience, and personal qualities, rather than specific content knowledge.
Updated: Apr. 30, 2009