Search results for: Self concept
Page 4/5 45 items
In this paper, the authors’ goal is to explore how teacher candidates are inclined to think through issues of content and pedagogy, the cultural backgrounds of their students, and the values driving their moral reasoning. The authors provide a heuristic that organizes dispositions around three domains - intellectual, cultural, and moral. The authors use a small sample of teacher candidate journal entries to ground the discussion of each disposition domain. The authors offer recommendations for how teacher education programs can provide opportunities for prospective teachers to consider their dispositions and to identify how their dispositions influence teaching decisions.
Updated: Jan. 31, 2010
This article uses Foucault's notion of parrhesia to analyse the story of another and to interrogate teacher education in terms of the particular moral order or the forms of socialization that it uses. The author examines the context of her own teaching in terms of truth-telling and the normative expectations that were found to exist. Through reflection and analysis and using the patterns of action research came the realization that some of what we do within teacher education examines a student's moral performance rather than their pedagogical ability.
Updated: Jan. 12, 2010
Transition to secondary school implies basic changes in social, instructional and organisational aspects of school life which afford the pupils’ adjustment. As transition takes place at a predictable point in time, children develop expectations about the start at their new school. In order to analyse predictors and consequences of these expectations 870 German children filled in a questionnaire assessing transition expectations, grades in mathematics and language, academic self-concept, and school dislike. Achievement tests were administered, too.
Updated: Jan. 12, 2010
The aim of this study is to gain an insight into novice teachers’ diverse experiences. The study is conducted among nine beginning teachers in upper secondary school in Norway. The main findings indicate that there are two sides of the coin of being a new teacher. The beginning teachers want to be recognised as who they are, new to the job, and on the other hand, they want to be accepted as fully qualified teachers.
Updated: Dec. 09, 2009
In this study, the author examines how a model of self was cultivated through the social practices of a transformative professional development program for urban public school leaders. She combines insights from ethnography and discourse analysis. 17 administrators and building leaders participated in the study. The author identified three practices that were used at the retreats to facilitate participants’ access to an essential and true inner self: (a) Modeling of multiple ways of talking about an inner self; (b) ritual experience of the self in relation to others; and (c) the connection of the self to a natural order.
Updated: Sep. 22, 2009
This article investigates an aspect of the knowledge of teaching required by teacher educators. It also explores how that knowledge might be developed if teaching (about teaching) is to be conceptualized as a distinct and important field in its own right - with its own forms of knowledge, ways of working and perspectives on the world. The article focuses on self-understanding as a component of teacher educators' knowledge of practice.
Updated: Jul. 21, 2009
Tailoring National Standards to Early Science Teacher Identities: Building on Personal Histories to Support Beginning Practice
Individual recommendation plans (IRP) for student teaching practice were co-constructed with two methods students. The IRP was based on the select application of National Science Teachers Association’s National Standards for Science Teacher Preparation. The students completed a resume, an interview on pedagogical preferences, and a learning styles survey to determine the reform-based standards and pedagogical approaches that better fit their personal histories and identity formation as science teachers.
Updated: Jun. 15, 2009
One of the main problems faced by several educational systems around the world is educational exclusion. It is recognized that those who drop out of education are at risk of social exclusion, with reduced opportunities to participate in society. In order to understand this, the authors reconceptualiszed the school as a community of practice. The paper's purpose is to better understand educational exclusion from the perspective of at-risk students.
Updated: May. 18, 2009
Metacognition (as a process) and metacognitive knowledge (as a product) are seen as important components of cognitive development and signs of intellectual maturity.The development of metacognitive knowledge is not, however, reserved for adult learners. The goal of this study was to examine what practices lead to successful self-reflection and promote metacognitive development in young learners.
Updated: Mar. 17, 2009
The purpose of the review was threefold. First, the theorized sources of self-efficacy beliefs proposed by A. Bandura (1986) are described and explained, including how they are typically assessed and analyzed. Second, findings from investigations of these sources in academic contexts are reviewed and critiqued. Third, problems and oversights in current research and in conceptualizations of the sources are identified.
Updated: Mar. 04, 2009