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Demoralization as a form of teacher burnout 士气低落是教师倦怠的一种形式
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106306ar
Laura Sokal, Lesley Eblie Trudel
{"title":"Demoralization as a form of teacher burnout","authors":"Laura Sokal, Lesley Eblie Trudel","doi":"10.7202/1106306ar","DOIUrl":"https://doi.org/10.7202/1106306ar","url":null,"abstract":"<p>Over fifty years of research investigating teacher burnout has resulted in a well-accepted model of burnout that involves three dimensions: exhaustion, depersonalization, and loss of accomplishment. Recently, a new cause of teacher attrition has been proposed called “demoralization,” on the argument that demoralization is a distinct phenomenon from burnout. In light of new research methodologies that allow for examination of unique pathways or “profiles” of teacher burnout, we explore the question, providing an analysis that suggests instead that depersonalization can be fairly represented as one profile of burnout.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teacher telling in the mathematics classroom: A microlevel study of the dynamics between general and contextualized knowledge 数学课堂中的教师讲述:一般知识与情境化知识之间动态的微观研究
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106311ar
Aline Robert, Aurélie Chesnais, Julie Horoks, Janine Rogalski
{"title":"Teacher telling in the mathematics classroom: A microlevel study of the dynamics between general and contextualized knowledge","authors":"Aline Robert, Aurélie Chesnais, Julie Horoks, Janine Rogalski","doi":"10.7202/1106311ar","DOIUrl":"https://doi.org/10.7202/1106311ar","url":null,"abstract":"<p>In this article, we analyze moments of teacher telling (MTT) involving the exposition of new knowledge to students. We first specify the theoretical framework used for our analyses and describe our global methodology, focusing on teacher telling moments as taking part in the students’ mathematics learning. Then, we review the literature on this topic and develop a specific tool, called a “proximity,” to study MMTs in relation to whole-class scaffolding. Finally, we compare two high school teachers’ practices in teaching the same content — variation of functions for 10th grade students — to illustrate this new analytical lens. In the conclusion, we discuss our approach and develop several research perspectives.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135475920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
iTutorGroup: A case study of covert native-speakerism underneath a social justice façade iTutorGroup:一个社会正义假象下隐蔽的母语者的案例研究
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106308ar
Hector Sebastian Alvarez
{"title":"iTutorGroup: A case study of covert native-speakerism underneath a social justice façade","authors":"Hector Sebastian Alvarez","doi":"10.7202/1106308ar","DOIUrl":"https://doi.org/10.7202/1106308ar","url":null,"abstract":"<p>This article examines the covert native-speakerist strategies iTutorGroup utilizes to discriminate against teachers of nationalities the company appears to deem as undesired. Through content analysis of numerous job application submissions to iTutorGroup’s website, results show iTutorGroup’s automatic hiring process offers teachers of these nationalities a much lower potential wage and only a video-recorded asynchronous interview, if not complete refusal to an interview. In contrast, British, Australasian, and North American nationals are afforded a much higher potential wage as well as a one-on-one live interview. The company conceals these nuanced discriminatory strategies with a façade of equality since they are one of TESOL International Association’s Global Partners. As a Global Partner, iTutorGroup follows suit in pretending to uphold TESOL’s nondiscrimination policies.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Co-operative inquiry: A research policy method for secondary education in Nigeria 合作探究:尼日利亚中等教育的研究政策方法
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106314ar
Shina Olayiwola
{"title":"Co-operative inquiry: A research policy method for secondary education in Nigeria","authors":"Shina Olayiwola","doi":"10.7202/1106314ar","DOIUrl":"https://doi.org/10.7202/1106314ar","url":null,"abstract":"<p>This article examines the level of research involvement among educational stakeholders in the process of educational policy-making and implementation in Nigeria. It attributes the transformational challenges confronting the secondary school system in Nigeria to the epistemological question: “What is the relationship between the knower or would-be knower and what can be known?” This is premised on the idea that the research process that led to the 6-3-3-4, or the “new” 9-3-4 system of education from the 6-5-2-3 system of education, did not involve the participants as co-researchers and co-subjects in their relationship. This article argues for co-operative inquiry as an alternative participatory, action research method for ameliorating these transformational challenges in the Nigerian secondary school system.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Authoring professional identity: Pre-service teachers and ways of knowing 创作职业认同:职前教师与认识方式
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106313ar
S. Laurie Hill
{"title":"Authoring professional identity: Pre-service teachers and ways of knowing","authors":"S. Laurie Hill","doi":"10.7202/1106313ar","DOIUrl":"https://doi.org/10.7202/1106313ar","url":null,"abstract":"<p>Education programs increasingly emphasize the development of strong core beliefs and values to support professional judgment for pre-service teacher practice. The ability to critically integrate multiple perspectives is an expected foundation for the pedagogical decisions and professional responsibilities preservice teachers carry out. This article details research undertaken to investigate pre-service teachers’ ways of knowing as they progress through a Bachelor of Education program. Findings from semi-structured interviews are discussed in terms of supporting pre-service teacher intellectual development in teacher education programs so that a professional teacher identity is encouraged.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
On in-ness: What Cégep teaching keeps teaching me 关于内在:我一直在教我的东西
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106317ar
Magdalena Olszanowski
{"title":"On in-ness: What Cégep teaching keeps teaching me","authors":"Magdalena Olszanowski","doi":"10.7202/1106317ar","DOIUrl":"https://doi.org/10.7202/1106317ar","url":null,"abstract":"<p>A first-person essay on the ways that Cégep teaching is different from teaching at a university. The reflection explores how belonging — an \"in-ness\" — is enacted within a creative arts department by focusing on various experiences from being hired to navigating teaching online during the pandemic. By doing so, the author recognizes how they come to understand and promulgate belonging in the classroom.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Who am I, really? Reflections on developing professional identity as a Cégep teacher 我到底是谁?关于发展cims教师职业认同的思考
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106316ar
Maggie McDonnell
{"title":"Who am I, really? Reflections on developing professional identity as a Cégep teacher","authors":"Maggie McDonnell","doi":"10.7202/1106316ar","DOIUrl":"https://doi.org/10.7202/1106316ar","url":null,"abstract":"<p>In this MJE Forum, the author invites conversation on what it means to be a teacher in Quebec’s unique Cegep system. Cegep, positioned between the more structured secondary program and the more autonomous university experience, requires that its teachers grapple with what it means to be a Cegep teacher. Her own piece focuses on exploring her development as a teacher and how teacher identity is shaped by personal and professional relationships. Beyond professional development in workshops and continuing education, Cegep teachers engage in discussions, debates, and collaborations with our peers; ultimately, this community of practice is an essential element in the development of our teaching practice and our identity.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135476211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
(Un)making the grade: An instructor’s guide to mitigating the negative impacts of grades within a neoliberal university system (Un)评分:讲师在新自由主义大学系统中减轻分数负面影响的指南
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106315ar
Adriana Brook
{"title":"(Un)making the grade: An instructor’s guide to mitigating the negative impacts of grades within a neoliberal university system","authors":"Adriana Brook","doi":"10.7202/1106315ar","DOIUrl":"https://doi.org/10.7202/1106315ar","url":null,"abstract":"<p>Critics of the neoliberal university argue that grading undermines student learning. In this article, I survey the literature in order to ascertain whether such critiques are supported by pedagogical research. Investigating the relationship between grading and motivation, feedback, and autonomy, respectively, I conclude that grades most often do undercut learning. I explore the implications for instructors at Canadian universities, suggesting that abandoning grades is currently neither feasible nor best for students. I propose pragmatic adaptations to common grading practices that better promote learning and conclude that the implementation of less grade-centric assessment strategies is not only the best way to support student learning but also a way to challenge and mitigate the influences of neoliberal ideology in higher education.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Supporting self-regulated learning in a secondary applied mathematics course 支持中学应用数学课程的自主学习
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106310ar
Dawn Buzza, Carolyn Fitzgerald, Yoad Avitzur
{"title":"Supporting self-regulated learning in a secondary applied mathematics course","authors":"Dawn Buzza, Carolyn Fitzgerald, Yoad Avitzur","doi":"10.7202/1106310ar","DOIUrl":"https://doi.org/10.7202/1106310ar","url":null,"abstract":"<p>This study examines how one teacher supported low-achieving students’ self-regulated learning (SRL) in the context of a secondary mathematics class. The teacher’s scaffolding provided students with multiple opportunities to use feedback and adapt learning and study strategies. Data compared pre- and postmeasures of metacognitive skills, motivational beliefs, and learning and study behaviours, and examined the effects of directed practice on students’ developing SRL as well as their mathematics achievement. Results suggest the need for more research into the effects of individualized, targeted supports, particularly in assisting students in using metacognitive feedback to adapt learning strategies.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“Breaking the mould”: Resisting the stereotypes of being a Black Canadian student-athlete “打破陈规”:抵制作为加拿大黑人学生运动员的刻板印象
McGill Journal of Education Pub Date : 2023-09-27 DOI: 10.7202/1106307ar
Humphrey Nartey, Carl E. James
{"title":"“Breaking the mould”: Resisting the stereotypes of being a Black Canadian student-athlete","authors":"Humphrey Nartey, Carl E. James","doi":"10.7202/1106307ar","DOIUrl":"https://doi.org/10.7202/1106307ar","url":null,"abstract":"<p>This article examines how stereotypes operate in the social construction of Black Canadian male student-athletes and how those stereotypes frame these students’ lived experiences in relation to race, athletic ability, and academic performance. From qualitative interviews with twenty current and former Black Canadian student-athletes, we found that they largely resisted and challenged the stereotypes of being primarily athletes and less students. In various ways, they sought to demonstrate that they possessed the skills needed to be academically successful students with the ability to balance their athletic and academic responsibilities and commitments. This was evident in their having obtained the required grades to enter university, receiving athletic scholarships, maintaining playing eligibility, graduating from university, and going on to pursue graduate studies.</p>","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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