Search results for: Rewards
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Does Training Matter? Comparing the Behaviour Management Strategies of Pre-service Teachers in a Four-year Program and Those in a One-year Program
The purpose of this study was to identify the classroom management strategies that Australian pre-service teachers would employ, their confidence in employing them, and the effectiveness of the strategies. Furthermore, the study aimed to identify significant differences in these variables between pre-service teachers in the final year of a four-year teacher training course and pre-service teachers undertaking a one-year, stand-alone teaching program. The results of this study indicate that the most frequently reported strategies by all the Australian pre-service primary teachers surveyed were rewards and initial corrections.
Updated: Oct. 23, 2013
Professionalism and the Post-Performative Teacher: New Teachers Reflect on Autonomy and Accountability in the English School System
This study explores the developing professional identity of a new generation of teachers, largely educated during the growth era of ‘performative schooling’ of the 1990s.The article draws specifically on the English experience of reforms in the management of schools and teacher education. The author concludes that these teachers are aware of the potential conflicts between the demands of accountability and the desire for autonomy, but are generally comfortable with the balance they feel able to strike between these.
Updated: Jul. 01, 2013
In this article the authors draw upon 14 semi-structured interviews with the participants in a teacher-researcher project on the theme of 'ensuring African Caribbean attainment'. The aim of shedding light on the purposes, processes and lived experiences of teacher research in a difficult and contentious intellectual and practical domain. In the second half of the article the authors analyse the challenges and the rewards of participating in the project, including the challenges of facilitating teacher research. The authors also review the key implications of the research for policy and practice.
Updated: Jan. 12, 2010
This mixed method study examined how elementary school teachers define and use rewards in their classrooms and how various motivational constructs such as goal orientation, self-efficacy, and autonomy relate to teachers' use of rewards. Results revealed that all teachers in the sample use some form of rewards in their classrooms and the majority use some form of tangible rewards.
Updated: Dec. 09, 2009