Search results for: Day Christopher
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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
Combining Qualitative and Quantitative Methodologies in Research on Teachers’ Lives, Work, and Effectiveness: From Integration to Synergy
The authors examine how a mixed-methods research team designed and conducted a 4-year study that tracked 300 teachers in 100 schools in England over a 3-year fieldwork period. The authors discuss processes that led to new knowledge.They consider the advantage of synergistic approaches and combination of a greater range of data.
Updated: Jan. 28, 2009
The article explore resiliency in teachers effectiveness. A four years research case study is reported on three teachers. The interaction between teachers’ sense of efficacy, professional and personal identities, and their management of the interaction between these and the professional situated and personal Scenarios which they experience in each professional life phase, determined the resiliency, quality and retention.
Updated: Jun. 24, 2008
Effects of national policies on teachers' sense of professionalism: findings from an empirical study in Portugal and in England
How teachers cope with recent policy changes in Portugal and England is the research topic covered by this article. Findings from data collected through questionnaires and focus group interviews suggest strengths their in terms of professionalism, collaborative culture, and project-oriented work at school. However, teachers also cited feelings of ambivalence and conflict, due to increased bureaucracy, school leadership, a culture of loneliness and the lack of understanding of the process of change.
Updated: Jan. 14, 2008