Search results for: Experience
Page 1/1 9 items
Are you positive that you’re positive?: The downside to maintaining positivity as a first-year teacher
This year-long qualitative study follows a new teacher, who had self-identified as a ‘positive person’, through her first year in the classroom to explore the ways in which she maintained that disposition in the face of the difficulties that the work of teaching entails. Using a lens of emotion states and traits, we catalogued several different strategies this teacher used to return to her ‘positive’ emotion trait. A close examination of the data through I-Poems revealed that the very strategies she used were a type of avoidance from situations that produced uncomfortable emotion states. This avoidance contributed to a false sense of positivity, a dissonant between the teacher’s reported experiences and her perceived sense of self, gradually leading to burnout. The focus on maintaining her desired emotion trait distracted from the need to process her emotional experiences to improve her practice. Implications for teaching and teacher education are discussed.
Updated: Mar. 29, 2022
Comparing motivations of pre-service and beginning teachers in China: impact of culture and experience
The study examines beginning teachers’ and pre-service teachers’ motivation to teach in China. Data are drawn from questionnaires completed by 107 beginning teachers (full-time teachers with fewer than six years’ working experience) and 122 pre-service teachers, and semi-structured interviews with 19 of them. The respondents all emphasised social influences, personal utility value, and social utility value, and all viewed the teaching profession as a career high in demands but low in returns. However, pre-service teachers showed higher motivation than beginning teachers, except for items regarding intrinsic value, fall-back careers, and teaching ability. This study suggests a ‘culture-motivation’ framework for understanding teachers’ motivation in China.
Updated: Feb. 17, 2022
‘Those who fail should not be teachers’: Pre-service Teachers’ Understandings of Failure and Teacher Identity Development
Personal experiences and histories shape teacher identities to a great extent. In the domain of personal experience, however, little is known about how experiences of failure shape the process of becoming a teacher. Gaining this insight, however, is important as failure may define teachers and their work, which can further undermine their resilience. This study examines how 45 pre-service subject teachers make sense of failure with regards to their identity as teachers. The findings reveal various understandings of failure, from both learner and teacher perspective and pre-service teachers’ understanding that the relation between learner and teacher failure is inextricable. Failure is seen as a non-dismissible aspect in their future work as teachers. These findings suggest that experiences and resulting understandings of failure need to be acknowledged as a vital component of teacher education pedagogies in order to assist pre-service teachers in the development of their teacher identity.
Updated: Feb. 13, 2022
Playing at School: An Inquiry Approach to Using an Experiential Play Lab in an Early Childhood Teacher Education Course
This study aimed to document and analyze what happens when an experiential play lab is implemented in an early childhood teacher education program. The findings reveal that students made many more references to play in their defense of developmentally appropriate practices following the play lab, and the reasons they gave for the importance of play in early childhood classrooms became more diverse. The students’ responses also expanded to include the power of play to promote engagement.
Updated: Aug. 30, 2018
In this article, the authors argue Experience-sampling methods (ESM) can be particularly enriching for education research by enabling us to ask new and interesting questions about how students, teachers, and school leaders engage with education as they are living their lives and thus help us to better understand how education contexts shape learning and other outcomes. They highlight the value of these approaches for addressing new and exciting questions they may help education researchers to answer as they allow us to uncover experience in new ways.
Updated: Jul. 08, 2015
Reconsidering the Local After a Transformative Global Experience: A Comparison of Two Study Abroad Programs for Preservice Teachers
This study utilized a comparative case study design to understand preservice teachers’ views on programmatic elements that led to transformative learning experiences in the areas of global and local diversity. The findings reveal that participants in both programs demonstrated a new or enhanced interest in global issues and a more nuanced understanding of themselves as educators, though the relationship between global issues and their identities as culturally competent teachers of diverse students varied between programs. The findings can be grouped into three primary categories: relevant and interactive assignments, hands-on experiences, and support for personal growth.
Updated: Mar. 26, 2015
This article has tried to describe the general perceptions of student teachers regarding four major dimensions of their teaching practice: (i) learning and supervision; (ii) professional and institutional socialisation; (iii) emotional and physical impact; and (iv) career aspects. The findings reveal that the participants perceive teaching practice is perceived as a particularly stressful and demanding period, which involves considerable amounts of distress, changes in psycho-physiological patterns and an increasing sense of weariness and ‘vulnerability’. Despite these difficulties, data also reveal student teachers’ positive perceptions regarding their growing knowledge and skilfulness, their increasing sense of efficacy, flexibility and spontaneity in their performance and interactions, as well as the awareness of having achieved reasonable levels of acceptance and recognition amongst the school community.
Updated: Nov. 18, 2014
The author argues that an important task of career-long teacher education is the encouragement of imagination and creativity in experienced teachers. The task implies a reversal of the managerialism that currently afflicts so many European education systems. The article begins by giving an analysis of pedagogical relationships to expose some of the reasons that teaching is an extraordinarily complex activity. Indeed it is so complex that it is not something that can be learnt in advance of experience. However, the author claims that experience is not enough on its own. To become excellent requires a career-long commitment to self-cultivation as teachers.
Updated: Oct. 21, 2014
In this paper, the author draws on her own poetically expressive writing relating to the experience of leading an action research project. In conclusion, the author discusses ways in which poetic expression may contribute to practitioner research.
Updated: Jan. 23, 2011