Search results for: Hagger Hazel
Page 1/1 2 items
This article focuses on what beginning teachers learned about planning; the nature of that planning; and the development of their awareness as to what planning could and could not achieve. This study is based on the analysis of 10 post-lesson interviews with 17 beginning teachers in England across three years (the PGCE year and the first two years in teaching). The findings demonstrate that learning how to plan clearly emerges as the most prominent feature in the PGCE year. It remains a strong feature in the newly qualified teacher year. Furthermore, ongoing learning about planning can be a powerful vehicle for ongoing learning about teaching as a whole.
Updated: Feb. 10, 2014
A general theoretical frame on human actions was adapted to describe teacher’s teaching related goals, concerns and future-time extension, expanding previous studies only on of teachers concerns, or on their goals and concerns. Eighty-eight pre-service teachers participated in this study. Thirteen goal and fifteen concern categories were identified. It was found that goals and concerns were to some extent related to well-being.
Updated: Dec. 21, 2011