Search results for: Professional isolation
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The purpose of this paper is to identify the negative coping strategies used by pre-service teachers who struggle to cope in a school placement in Melbourne, Australia, highlighting the importance of providing quality mentorship. A mixed-methods approach was used for the analysis of pre-service teachers’ coping on a teaching practicum and to identify common related beliefs. A total of 177 pre-service teachers, who have completed at least one supervised practicum participated in this study. The Coping Scale for Adults second edition (CSA-2) was administered alongside an open-ended questionnaire to identify frequently used coping styles and associated thoughts and beliefs. The results show that pre-service teachers who favour non-productive coping strategies were more likely to express feelings of loneliness, pointed at poor communication with their mentor and described thoughts about leaving the teaching profession.
Updated: Feb. 04, 2021
Getting “Up to Code”: Preparing for and Confronting Challenges when Teaching for Social Justice in Standards-Based Classrooms
This article presents the results of a recent qualitative study examining how P–12 teachers enact their visions of teaching for social justice through curricular and pedagogical practices that meet, and often exceed, local accountability mandates. The teachers in this study were able to effectively enact their social justice visions through ambitious, standards-based practice. Their curriculum was broad and deep, reflected best practices in teaching ELA, and prepared students to meet state and district accountability mandates. However, teachers also reported challenges imposed by restrictive curricular policies, resistance from students and colleagues, inadequate preparation and support, and insufficient resources.
Updated: May. 11, 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
Coping, Confidence and Alienation: The Early Experience of Trainee Teachers in English Further Education
The current article examines what both in-service and pre-service trainee teachers learn from their early experience of teaching in further education (FE) colleges in England. This article draws on data gathered between 2005 and 2009 from two separate projects. The studies on which this article is based, indicate that many trainee teachers in FE colleges, pre-service or in-service, encounter isolation, poor support and little guidance, however well they manage these conditions. However, the understanding of alienation employed in this article helps to highlight the importance of control and agency in teachers’ development.
Updated: Nov. 18, 2013
From Isolation to Symphonic Harmony: Building a Professional Development Community among Teacher Educators
The current study describes a professional development project modeled on a professional development community. The project focused on thinking education in a teachers college. Qualitative measures revealed a multilayered process consisting of breaking personal and professional isolation through interdisciplinary collaboration, talk about student learning, and professional development with the adaptation of new teaching dispositions and a sense of efficacy.
Updated: Apr. 26, 2011