Search results for: Teacher motivation
Page 5/5 45 items
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
Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students?
The main purpose of this article was to explore which characteristics of a reciprocal peer coaching program stimulated or inhibited the professional learning of 28 experienced teachers (14 coaching dyads). A mixed-method approach was adopted combining quantitative and qualitative data. It was found that teachers learn when they are intrinsically motivated to take part in professional development programs; when they feel a certain pressure toward experimenting with new instructional methods; and when they are able to discuss their experiences within a safe, constructive, and trustworthy environment.
Updated: Sep. 21, 2009
This study describes a paid field experience designed to investigate teacher candidates' willingness to teach in urban schools. 73 undergraduate and graduate students enrolled in a teacher preparation program were recruited for participation in the SITC program. Data from pre and post surveys indicated no significant difference as the number of previous field hours increased, from the beginning to the conclusion of field experience, on ratings of field experience and willingness, and between ethnic and SES groups.
Updated: Jul. 22, 2009
The purpose of this study was to better understand prospective elementary school teachers’ motivations for working with fractions before and after taking a course designed to deepen their understanding of mathematics, as well as what instructional practices might be related to any changes detected in their motivations. 85 education students were given a motivation questionnaire at the beginning and end of the semester, and observations were made of the 9 days when fractions were taught.
Updated: Jun. 11, 2009
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