Search results for: Professional Autonomy
Page 1/2 12 items
This study examined what pedagogical advisors perceive as factors affecting their professional self-efficacy. The major finding is that pedagogical advisors perceive their professional autonomy as a necessary condition for the effective fulfillment of their role. Autonomy allows them to develop their potential in the intrapersonal, interpersonal and organizational domains of their work. Their sense of autonomy is based on a connection between freedom and commitment to the teaching profession.
Updated: Aug. 01, 2016
In this article, a short history of Finnish teacher education has been presented and the main developments during the last 40 years discussed. The status of the teaching profession has remained very high in Finland during all these years. Teachers are trusted and respected, and the profession attracts good students year after year. This is a unique advantage to teacher education in Finland by comparison with other countries. The ethical role of a teacher has changed from that of a religious and moral example to a principled professional who needs moral competence in pedagogical encounters.
Updated: May. 25, 2016
In this article, the author examines the challenges faced by American schooling and the reasons for persistent failure of American school reforms to achieve successful educational outcomes at scale. He concludes that many of the problems faced by American schools are derived from trying to solve a problem that requires professional skill and expertise by using bureaucratic levers of requirements and regulations. The author advances a sectoral perspective on education reform, exploring how this shift in thinking could help education stakeholders produce quality practice across the US.
Updated: Jun. 29, 2015
The purpose of this paper is to examine how institutional norms are enforced through surveillance within a religious university. The eight participants were full-time faculty in a graduate-level teacher licensure program. The participants discussed four themes which illuminate how the surveillance of norms and self-discipline functioned at the university: the university, academic culture, religion and whiteness, and sexism. The data revealed that participants carefully chose what to say – or not say – as they discussed race and racial identity development and as they pondered what it means to be a white teacher educator in a predominantly white context.
Updated: Feb. 17, 2014
This study examines the career motives of minority special-education teachers in the Bedouin Arab society of southern Israel. The results show that the teachers aspire to become agents of social change in three spheres.
Updated: Feb. 08, 2012
The purpose of this research is to explore the characteristics of university education department in the UK, which have achieved a high ranking in the UK government’s Research Assessment Exercise. The author aims to recast contemporary academia through the dystopian lens of a medieval feudal order.
Updated: Feb. 06, 2012
The Dilemma of Scripted Instruction: Comparing Teacher Autonomy, Fidelity, and Resistance in the Froebelian Kindergarten, Montessori, Direct Instruction, and Success for All
The author examines how teachers reacted to four different models of scripted instruction. The author focuses on the scripts' theory and research base and teacher training, and on teachers' assessments of the scripts' effectiveness, and ask how these factors might influence teachers' autonomy, fidelity, and resistance when using scripts. It was found that teacher autonomy, fidelity, and resistance varied in these four scripts. Froebelian kindergarten and Montessori teachers autonomously chose to receive scripted, lengthy, intensive, pre-service training and professional development in closed professional learning communities.
Updated: Oct. 23, 2011
This paper focuses on teachers’ repeated complaints of lack of time. The theme is explored within data material collected in a research and development project in a Norwegian primary school. The purpose of the article is to study in what way teachers’ autonomy and utilisation of time is debated when teachers experience that new reforms exert more demands and external control on their professional work.
Updated: Nov. 02, 2010
Special Education Teaching as a Profession: Lessons Learned From Occupations That Have Achieved Full Professional Standing
This article discusses issues surrounding the status of special education teaching as a profession. First, the authors consider what makes an occupation a profession and examine the range of views of professions in American society. Second, the authors describe the evolution and developmental history of three established professions: medicine, law, and engineering. The authors then consider the developmental status of special education in relation to the histories of these three established professions. They conclude with a discussion of actions that will be necessary if special education teaching is to achieve the status of a profession.
Updated: Nov. 23, 2009
This case study examines the classroom instruction of an experienced teacher in an elementary school where the principal supported teachers’ autonomy and authority over curriculum and instruction. The results demonstrate how teachers’ professional discretion is being minimized in subtle yet consequential ways amid high-stakes testing, even in subject areas not tested by the state. Constrained professionalism represents a new situation in which teachers retain autonomy in classroom practices. However, their decisions are significantly circumscribed by contextual pressures and time demands that devalue their professional experience, judgment, and expertise.
Updated: Mar. 16, 2009