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Search Results for 'Teacher development' (Keyword)
30 items found 1 / 3
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1   |   From section Beginning Teachers
How Prepared Do Newly-Qualified Teachers Feel? Differences between Routes and Settings?
This article addresses the issue: whether there are key differences in the type and quality of preparation that newly-qualified teachers (NQTs) receive. The findings reveal that, in general, there is a high level of reported overall satisfaction with induction of teacher education (ITE), and that this is true across all routes. There was less satisfaction with specific features such as preparation for handling special needs, behaviour and reading. The average levels of satisfaction for NQTs are largely un-stratified by sex, disability, age and ethnicity. Adding all available variables, including those aggregated and examined as interactions with others, can explain only around 20% of the unexplained variation even in the strongest models.
Publication Year: 2017    |    Updated in ITEC: July 9, 2017
2   |   From section Instruction in Teacher Training
Teacher Identity Development in the First Year of Teacher Education: A Developmental and Social Psychological Perspective
This study had several goals to: (a) describe the associations between aspects of personal and social identity, generativity, and the development of teacher identity in first year teaching students; and (b) examine which aspects of personal and social identity, and generativity predict teacher identity after controlling for a number of relevant covariates. A further aim of the study was to discuss the theoretical and research implications of considering professional teacher identity from a developmental and social psychological perspective in light of the results from the present analysis. This study suggests that those who have a well-formed sense of personal identity are more likely to be ready to begin the process of forming a professional identity. The findings also point to the potential value of pursuing an understanding of professional teacher identity as a developmental and social psychological process.
Publication Year: 2013    |    Updated in ITEC: October 20, 2015
3   |   From section Professional Development
A Conceptual Discussion of Lesson Study from a Micro-Political Perspective: Implications for Teacher Development and Pupil Learning
This article focuses on a micro-political discussion related to everyday stakeholder interactions that are endemic to the lesson study process. The authors aim to investigate issues pertaining to power relations that exist between teachers and their students, teachers and their peers, and teachers and external consultants. Their approach is conceptual in nature; simultaneously, we present several detailed examples revealing key issues related to lesson study implementation in Asian countries such as Singapore, Vietnam, and Indonesia. The authors have demonstrated that a post-structural theoretical perspective can illuminate the complex nature of lesson study, in relation to key concepts of power, identity, and discourse that need to be reflected upon by practitioners, school leaders, and consultants alike.
Publication Year: 2013    |    Updated in ITEC: December 9, 2014
4   |   From section Beginning Teachers
The Impact of Continuing Professional Development on a Novice Teacher
The purpose of the present study is to investigate the growth and development of a novice teacher participating in a Continuing professional development (CPD) project. Based on the findings of the current paper, the CPD project supports the professional development of a novice teacher in three areas. First, it helps develop teaching competencies. Second, it promotes positive socialization in organization and in the profession. Finally, it facilitates the development of one’s professional identity. This study illustrates the important challenges teacher educators face in finding new ways to create learning opportunities in teaching students and novice teachers. Such opportunities would be meaningful for teacher educators in their own professional development and growth.
Publication Year: 2012    |    Updated in ITEC: September 2, 2014
5   |   From section Instruction in Teacher Training
A Multilevel Analysis of the Impact of a Professional Learning Community, Faculty Trust in Colleagues and Collective Efficacy on Teacher Commitment to Students
The current study investigated the relationships between a professional learning community (PLC), faculty trust in colleagues, teachers’ collective efficacy, and their commitment to students. The findings from the Hong Kong teacher sample indicated that two PLC factors including collective learning and application and supportive conditions – structures, and the factors faculty trust in colleagues and collective teacher efficacy could significantly and positively account for the school-level variances of teachers’ commitment to students.
Publication Year: 2011    |    Updated in ITEC: June 22, 2012
6   |   From section Instruction in Teacher Training
Toward Scholarship in Practice
The goal of this article is to establish a conceptual framework to support a scholarship that will provide well-articulated and examined models and tools to support the development of prospective and practicing teachers. The author concludes that advancing scholarship that capitalizes on the expertise and talent of faculty who not only understand but also skillfully enact the work of preparing teachers is vital to the progress of the field.
Publication Year: 2012    |    Updated in ITEC: May 28, 2012
7   |   From section Professional Development
The Zone of Proximal Teacher Development
This paper applies the researcher’s core concept, the zone of proximal development to teacher education. The resulting model for educating teaching candidates within zones of proximal teacher development synthesizes findings from Vygotskyan research into Western models of teacher education. The article recognizes and addresses the powerful influence of prior learning experiences and local teaching practices on candidates’ development.
Publication Year: 2011    |    Updated in ITEC: November 17, 2011
8   |   From section Professional Development
The Teacher‐as‐Stranger as Model and Metaphor
In this article, the authors investigate the heuristic potential in the image of the teacher‐as‐stranger. The authors also use this image as a frame for reflecting on teacher change and growth. This research provides concepts with which to describe the educational potential in the ‘strangeness’ experienced by all teachers.
Publication Year: 2010    |    Updated in ITEC: July 26, 2011
9   |   From section Instruction in Teacher Training
Classroom-Level Curriculum Development: EFL Teachers as Curriculum-Developers, Curriculum-Makers and Curriculum-Transmitters
This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach. The study was grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and affective change and constructivism. Working with English as a foreign language (EFL) teachers and mixed-nationality college students, the study reached a teacher curriculum approach classification comprising curriculum-transmission, curriculum-development and curriculum-making. It recommended alternatives for teacher, student and curriculum development, curriculum implementation and teacher training.
Publication Year: 2010    |    Updated in ITEC: October 19, 2010
10   |   From section Trends in Teacher Education
Lifting Off the Ground to Return Anew: Mediated Praxis, Transformative Learning, and Social Design Experiments
The article proposes an approach to teacher development that situates learning in its context of development, with attention to what is learned, what tools are appropriated, and how teaching and learning are mediated in practice. The authors present the social design experiment which are cultural historical formations designed to promote transformative learning for adults and children, as a tool for imagining and designing robust learning ecologies. The authors illustrate how cultural historical concepts of learning and development and situated practice become the means for university students to gain distance and reflect on the beliefs and practices that have informed their understandings of teaching.
Publication Year: 2010    |    Updated in ITEC: April 27, 2010
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