Search results for: Influences
Page 1/2 12 items
Critical consciousness as a response to student disengagement: an initial teacher education case study
In this paper, the authors use an engagement framework to understand the experiences of university students midway through their initial teacher education programme. Analysis of interview transcripts revealed that engagement is being influenced negatively by a convergence of political, economic, structural and psychosocial factors. Despite the influence of these converging factors, some students maintained high levels of engagement, while others adopted survival strategies not conducive to deep learning. The authors argue that one way to deal with disengagement is to support learners to develop critical consciousness, a concept that includes learning agency, learning success, learning well-being and learning social justice.
Updated: Sep. 23, 2020
The purpose of the study was to understand how practice in multigrade classrooms in villages located in rural areas in Turkey might influence preservice elementary teachers’ identity. The results indicated a positive change in teachers’ willingness to engage in the profession. The practicum is very important in providing preservice teachers with experience in this type of classroom, as well as in developing a set of role expectations and positive attitudes towards multigrade teaching. The results indicated that these experiences helped students to recognise new institutional roles and modify their expectations, as well as creating positive attitudes towards multigrade schooling and the realities of rural life.
Updated: Sep. 21, 2016
In this article, the authors examined factors that facilitate or hinder teachers’ and teacher’s aides’ pursuit of college education. Results revealed that both structural and psychological factors are associated with teachers’ and teacher’s aides’ enrollment in college. However, the authors found that the only practical obstacles were related to enrollment were full-time employment and lack of child care for mothers of children under 14. They also found that beliefs about education and motivation were critical for enrollment as well as social support from parents. The authors suggests that colleges and universities that serve low-income working women could develop child care options for them while they are attending class.
Updated: Sep. 21, 2015
Professional Learning in the Lives of Teachers: Towards a New Framework for Conceptualising Teacher Learning
This study explored the continuing professional learning of teachers in a range of Australian schools. The findings revealed that three sets of major influences on teachers’ engagement with professional learning and the quality of that learning. These influences were isolation, cost, and the professional and personal life stages of teachers.
Updated: Dec. 22, 2014
The purpose of this study was to examine the various representations of the author's development as a beginning teacher educator offered through his methodology of self-study through narrative inquiry. Analysis of these narratives revealed how certain ongoing, and at times paradoxical, tensions influenced the author's thinking about his initial practices as a teacher educator. At the same time as he was refining his vision for social studies and coming to understand the potential significance of his teaching, he was also, sometimes paradoxically, exhibiting fear of regression in his work, displaying apathy or exhaustion, exhibiting frustration and restlessness, and struggling to navigate interpersonal relationships with his students.
Updated: Jan. 14, 2014
The current article provides an overview of the background and the processes at play in the current reshaping of teacher education in Scotland. The authors reviewed policy documents and reports regarding the teacher education system in Scotland. The article starts with the developments emanating in the past decade from the McCrone Report and finishes with the recent Donaldson Report. The article concludes that the teacher education system in Scotland has been strongly influenced by needing to connect with the two dominant existing policies relating, respectively, to teachers’ work and conditions and to curriculum reform.
Updated: Nov. 05, 2013
This article examines three possible influences on the impact of teacher professional development as a mechanism for improving teaching and learning. These influences are those from the individual teacher, those from the school and those from the activities in which teachers participate. Data were collected from a national sample of primary and secondary teachers in England. The results reveal that teachers in high performing schools participate in professional development activities that are longer in duration, more active and more collaborative in implementation. In contrast, teachers in the lowest performing schools report high levels of performance management conditions and participate in activities that are short in duration.
Updated: Dec. 07, 2011
The purpose of this study was to explore the factors that influence men to enter the field of elementary education, which is predominantly female. The factor herein are described by nine male students enrolled in the elementary teacher education program (ETEP) at a Midwestern university in the United State. The findings indicate that the factors which influence men's decisions to enter the field of elementary education represent a spectrum ranging from former teachers, family members, and career advice received to personal educational experiences and intrinsic aspects of the profession.
Updated: Jul. 26, 2011
In this article, the author discusses the potential of Google Scholar as an alternative or complement to the Web of Science and Scopus for measuring the impact of journal articles in education. The findings illustrate the promise and pitfalls of using Google Scholar for characterizing the influence of research output.
Updated: Jul. 05, 2011
The current paper reports on research which explored the experiences of six digitally able beginning teachers during their first year in secondary schools. The author used a complexity theoretical framework to examine the barriers and enablers that influenced the integration of digital technologies into teaching practice.
Updated: Apr. 04, 2011