Search results for: Dilemmas
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The overall objective of this study was to investigate the constraints that have occurred regarding the first-year English language teachers’ professional identity construction at five Chinese universities. The approach adopted in the study was Narrative Inquiry. Interview data with five teachers were collected and analysed through a framework that identified emergent salient themes. All the preliminary results indicated major constraints in their experiences as first-year EFL teachers in the current Chinese university context. The discussion reflects on their newly negotiated and renegotiated identity after having suffered particular dilemmas in addition to the general difficulties, and how these processes have further reformulated their outlook in ways they did not expect.
Updated: Jul. 14, 2021
An Analysis of Beginning Mentors’ Critical Incidents in English Post-Compulsory Education: Navigating Stormy Waters
This study examines the barriers and dilemmas faced by beginning and novice mentors in post-compulsory education in the Southeast of England. It aims to investigate ways in which mentors’ own values, beliefs and life experiences affected their mentoring practice. The authors used critical incidents methodology to categorize different types of professional experiences that mentors encountered and describes the strategies and rationales mentors used to support mentees. The authors conclude that the case studies represented examples of the dilemmas that mentors faced in post-compulsory education and demonstrated that mentoring is complex, and mediated by mentors’ motivation and values.
Updated: Apr. 22, 2018
In this article, the author uses a trip to a Holocaust museum to explain and illustrate psychoanalytic concepts from Freud to Lacan in order to re-imagine persistent dilemmas in teacher education.
Updated: Sep. 10, 2017
This study intends to explore student and novice teachers’ experiences with the implementation of collaborative learning (CL) in classroom practice, after a formal training pertaining to CL as part of their teacher education programme. The findings revealed several dilemmas in the stories of student and novice teachers that illustrate the conflicting options teachers are facing in relation to their colleagues, their pupils, the curriculum and in the classroom context when implementing CL. In particular, the following dilemmas were identified: two dilemmas related to professional autonomy (student teachers: teacher autonomy vs. pre-service performance assessment and novice teachers: teacher autonomy vs. institutional conformity).
Updated: Jul. 05, 2017
Mentoring in Contexts of Cultural and Political Friction: Moral Dilemmas of Mentors and Their Management in Practice
This article examines the nature of moral dilemmas mentors from three different national groups (Jewish, Druze, and Arab) encounter in their work in Israeli Arab schools. The findings suggest that in a context of political and cultural friction, such as mentoring in Arab schools in Israel, mentors from different national groups experience professionally moral dilemmas in their mentoring encounters in which personal core values such as truth, integrity, human rights, and physical well-being alongside professional values such as commitment, work ethics, and professionalism are at stake.
Updated: Mar. 06, 2017
In this action research, the authors describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of the Technological Pedagogical Content Knowledge (TPACK) model, but were less confident of their ability to develop and implement content-based lessons in which P–12 students employed technology to meet content and technology standards.
Updated: Nov. 08, 2016
The purpose of this study is to disclose the types and content of dilemmas teacher educators in Turkey faced with as well as the strategies they used to cope with them. Additionally, the findings were compared with datasets from Israel and The Netherlands in order to make cross-cultural comparisons. The findings indicate that teacher educators are concerned with improving their pedagogy and professionalism in teaching for teaching, with a prime concern for being an initiator of learning. The comparison of the findings reveals that the theory–practice-related dilemmas are among the most prominent across contexts. Furthermore, the comparison's findings reveal that while Israeli and Dutch educators express a preference for the involvement of their students as a strategy to cope with their dilemmas, Turkish educators seem to be coping with them either on their own or by seeking advice from their colleagues.
Updated: Feb. 18, 2014
The study explores a possible method of facilitating and enhancing the professional development of teacher educators, by promoting professional insights through the discussion about pedagogical dilemmas. The inquiry into their own practice and discussions about pedagogical dilemmas proved to be ways of conducting self-study during the interactive team meetings. The goal of these meetings was to reflect on the supporting workshops whilst empowering the newly qualified teachers. It gave the mentors an all-important opportunity to rethink their practices and their underlying perceptions as well as their fundamental values.
Updated: Mar. 21, 2010
If we are to fully understand and adequately respond to the multicultural question in European education, it is necessary to develop rich empirical descriptions and theoretically rigorous explanations of policy processes and effects. For example, we need to be able to characterise and explain the differentiated ways in which education policies and practices do or do not recognise, support or undermine diverse cultural identities and do or do not reproduce various kinds of educational and social inequality.
Updated: Mar. 23, 2008