Search results for: Teacher characteristics
Page 6/7 65 items
The paper summarizes the literature concerning the use of visual and textual metaphors. It also describes outcomes of a project designed to help teacher education candidates begin integrating their personal beliefs about teaching with their growing professional knowledge and emergent practice. By using metaphors, teacher educators have the opportunity to help candidates solidify convictions and meanings and uncover “tacit or unarticulated” beliefs (Clandinin & Connelly, 1995, p. 6) that can lead to frame conflict (Reddy, 1993), that is, dueling metaphors.
Updated: Mar. 12, 2009
Teacher Professionalism in Flemish Policy on Teacher Education: A Critical Analysis of The Decree on Teacher Education (2006) in Flanders, Belgium
This paper uses the new Decree on teacher education in Flanders, Belgium, as a case study to critically examine the changes in the conception of teacher professionalism in education policy. In this examination, the focus is on the 'form of problematisation' (Foucault) that is enacted in the texts of the Decree. The new conception of teacher professionalism will be identified at four levels in the new Decree on teacher education: (1) the definition of the teacher (and her training) as a strategic policy target, (2) the structural reform of teacher education, (3) the qualitative reform of teacher education, and (4) the organizational framing of institutes for teacher education.
Updated: Feb. 12, 2009
Teachers’ Perceptions of Assessments of Their Mathematical Knowledge in A Professional Development Course
This article presents a project aimed to evaluate how assessing teachers’ mathematical knowledge within a professional development course impacted from the teachers’ perspective their learning and their experience with the course. 17 grade 5–9 teachers enrolled in the course participated in the study by completing written reflections and by describing their experiences in interviews. The authors learned that while their original intent was “to do no harm,” the teachers reported that their learning was enhanced by the assessment.
Updated: Feb. 04, 2009
The moral judgment of sanction in teaching and disciplinary practices was studied in a group of 222 teachers to determine the factors that affect sanction in the classroom. Factors studied included pupils' intent, consequences, recidivism, pupils' academic level, and family stability in two contexts: discipline and schoolwork. Results showed the significant effects of these factors for each context. Age of teachers, gender and teaching level (primary or secondary school) were also investigated in the judgment of sanction. Results showed a significant main effect of age, and specific differences in the moral algebra of teachers according to gender and teaching level.
Updated: Jan. 05, 2009
This comprehensive meta-analysis on teacher career trajectories, consisting of 34 studies of 63 attrition moderators, seeks to understand why teaching attrition occurs, or what factors moderate attrition outcomes. Personal characteristics of teachers and the attributes of teachers' schools are key moderators. The evidence suggests that attrition from teaching is (a) not necessarily 'healthy' turnover, (b) influenced by various personal and professional factors that change across teachers' career paths, (c) more strongly moderated by characteristics of teachers' work conditions than previously noted in the literature, and (d) a problem that can be addressed through policies and initiatives.
Updated: Dec. 14, 2008
Preservice Teachers' Perceptions of Characteristics of an Effective Teacher as a Function of Discipline Orientation: A Mixed Methods Investigation
This mixed methods study investigated the extent to which preservice teachers' discipline orientations are consistent with their perceptions of what makes an effective teacher. A phenomenological analysis revealed seven characteristics that many preservice teachers considered to reflect effective teaching: student-centered, effective classroom and behavior manager, competent instructor, ethical, enthusiastic about teaching, knowledgeable about subject, and professional. A canonical correlation analysis revealed that the degree of discipline orientation was a predictor of some of these characteristics. Implications are discussed.
Updated: Nov. 10, 2008
General and Special Educators' Predictions of Student Success as a Function of Learner Characteristics and Teacher Experience
This study compared the influence of teacher and learner characteristics on general and special educators' predictions of student success. The sample consisted of 384 general and 384 special education elementary and middle school teachers who reported year of experience and responded to case studies describing a student for whom gender, reading achievement, social behavior, and attentiveness were manipulated experimentally.
Updated: Sep. 28, 2008
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
The study present a model of linking teachers' knowledge about students, and technology, with teachers' practice of integrating technology with content, and across disciplinary experiences. Such a model is a necessary aid integrating technology into teacher education
Updated: Jun. 10, 2008
The article examines the role disposition plays in effective teaching. Disposition is defined as teacher professional judgment and professional actions as they apply to morals and ethics in adult cognition. The study compared teacher-judgment qualitatively and quantitatively and predicted observed patterns and congruence between judgment and action.
Updated: May. 12, 2008