Search results for: Professional identity
Page 13/14 134 items
In this study, the authors examine instances of future-oriented talk produced by novice English as-a-second-language (ESL) teachers during mentoring meetings in one North American university setting. Context-specific functions of future-oriented discourse (e.g., planning, prediction) are examined in relation to reflective thinking and teacher identity.
Updated: Jan. 28, 2009
A teacher professional identity scale was developed for Hong Kong in-service teachers to measure the professional identity of teachers. Most studies of professional identity have been qualitative. The present study tried to examine this important concept using a quantitative method.
Updated: Jan. 12, 2009
This is a self-study of the author's professional and cultural biography and identity.She uses this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher’s stance. She also examines areas where preservice urban teacher education programs must improve. Her personal recommendations describe experiences that would have better prepared her for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula.
Updated: Dec. 08, 2008
This article is primarily concerned with the “practical conclusions” of attending to dispositions in teacher preparation. It makes a case for teachers with moral disposition, for several reasons. They are changers to the methods they employ; they are the most important point of the disposition debate that is grounded in avoiding poor moral character.
Updated: Oct. 23, 2008
The development of the professional identity of two teacher educators in the context of Dutch teacher education
The article examines the question of development of professional identity of fice teacher educator from three generations. It explores the three youngest teacher educators on the topic of how these educators develop from teacher to teacher educators. The findings of the study indicate that both teacher educators use the innovations in teacher education to develop professionally.
Updated: Sep. 11, 2008
A new research was conducted on the beginning teachers in Chile. The study used questionnaires, interviews, observations and focus groups to examine their working conditions. Findings show variations on the theme of professional identity, socialization into schools, education and experience of the beginning teachers and lack of support.
Updated: Jun. 10, 2008
The article describes a study of four teachers as they progress from their teaching programs and through the first year as primary science teachers. The aim of the study is to explore the teachers' development of identity and knowledge, through interviews, and observations, and the interaction between knowledge and identities.
Updated: Mar. 04, 2008
Results of a study on secondary school teaches' professional identities and emotional experiences are discussed in the article. The qualitative study describes the lives and experiences of three teachers and exhibits the different dimensions of the caring behavior the teachers reflect professionally, and philosophically.
Updated: Feb. 10, 2008
The article describes teachers' feelings of susceptibility as expressed in an online teachers' community in Mainland China. The study reveals how changes in policy affect teachers' professional relations and identities. The study also argues that while Chinese cultural tradition is used to give teachers authority, it also imposes burdens on teachers and subjects them to close scrutiny, which consequently makes them feel more vulnerable.
Updated: Feb. 05, 2008
Forging a Pedagogy of Teacher Education: The challenges of moving from classroom teacher to teacher educator
This paper reports an investigation of the challenges a former classroom teacher encountered when compelled by experiences as a supervisor of student teachers to forge a distinct pedagogy of teacher education. A qualitative self-study methodology was used to identify and examine the competing tensions that surfaced as the author made the transition from classroom teacher to teacher educator.
Updated: Jan. 26, 2008