Search results for: Biographies
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This auto-ethnography focuses on the process of developing a teacher educator identity for the new teacher educator whose career path did not begin in the Pre K-12 setting. By examining her own experience the author explores the tensions and difficulties that beset new nontraditional faculty of teacher education and compare them to those of traditional teacher educators.
Updated: Dec. 20, 2016
Teacher Change in an Era of Neo-Liberal Policies: A Neo-Institutional Analysis of Teachers’ Perceptions of their Professional Change
This article explores how neo-institutional theory may be applied as an analytical framework to investigate the relationships between teachers’ perceptions on their professional change on the one hand, and the numerous change efforts embedded in recent neo-liberal educational policies in Norway on the other. It is argued that the dynamics of change can be investigated in light of teachers’ institutionalised practices within a certain set of governing mechanisms including regulative rules, norms and cultural-cognitive beliefs. The findings suggest that vital, regulative elements in recent neo-liberal policies have managed to penetrate the teachers’ perceptions of their classroom practices, in a process that is framed by teachers’ pre-existing normative values and the cultural scripts guiding their practices.
Updated: May. 10, 2015
Rachel’s Literacy Stories: Unpacking One Preservice Teacher’s Moral Perspectives on Literacy Teaching
The author illustrates the importance of helping both future teachers become aware of their own moral compasses and teacher educators to understand ways in which such knowledge can support their students. Hence, the author uses methods of qualitative inquiry to explore the life history of one European American preservice elementary teacher in the USA. In recounting the events of her life, Rachel Rosenberg demonstrates how she uses her own life experiences to frame the moral aspects of her future role as a teacher and especially her perspectives on literacy teaching and learning.
Updated: Sep. 19, 2010
The goal of this article is to understand, by way of a life history, how globalization impacts the working class in a developing nation. The concept of globalization and the method of life history seem diametrically opposed. The author takes issue with the idea that the two concepts are incompatible and instead suggests that life history affords a way to come to terms with globalization that is often missing from large cross-national studies. The author has used life history as a way to understand how one Malaysian low-income working-class youth sees himself in a time fraught with change and ambiguity, and by doing so, hopefully have shed light on how we might employ life history to understand how education is being changed by globalization.
Updated: Jul. 13, 2010
This study of further education teachers, conducted over a two-year period, captures the realities of their working lives and, in particular, draws attention to how teachers reconcile competing pressures. The study draws on a variety of data including ethnographic observation, journals and biographical accounts to indicate the nature of their fractured professional base that leaves them open to exploitation.
Updated: Dec. 16, 2009
Tailoring National Standards to Early Science Teacher Identities: Building on Personal Histories to Support Beginning Practice
Individual recommendation plans (IRP) for student teaching practice were co-constructed with two methods students. The IRP was based on the select application of National Science Teachers Association’s National Standards for Science Teacher Preparation. The students completed a resume, an interview on pedagogical preferences, and a learning styles survey to determine the reform-based standards and pedagogical approaches that better fit their personal histories and identity formation as science teachers.
Updated: Jun. 15, 2009