发布求助
文献互助 智能选刊 最新文献

Teacher Development最新文献

筛选
英文 中文
Job satisfaction and professional development among teachers working under two parallel top-down reforms 两种平行自上而下改革下教师的工作满意度和专业发展
IF 1.2
Teacher Development Pub Date : 2023-02-03 DOI: 10.1080/13664530.2023.2169748
Yael Grinshtain, Orit Avidov Ungar, Eliza Barenboim
{"title":"Job satisfaction and professional development among teachers working under two parallel top-down reforms","authors":"Yael Grinshtain, Orit Avidov Ungar, Eliza Barenboim","doi":"10.1080/13664530.2023.2169748","DOIUrl":"https://doi.org/10.1080/13664530.2023.2169748","url":null,"abstract":"ABSTRACT Following the increasing demand to improve educational systems, ‘top-down’ reforms were developed targeting teachers’ work conditions alongside new professional development policy. The current study aimed to examine the perceptions of teachers who are employed under two reforms in parallel, regarding their job satisfaction and professional development. Semi-structured interviews were conducted with 20 teachers who work simultaneously under the two reforms. Based on analysis technique that focuses on content, four themes related to teachers’ job satisfaction were identified: workload and multiple tasks; inherent satisfaction; the struggle between personal and professional identities; and ‘broken’ routine. In addition, three themes regarding professional development were found: forced and limited; unnatural and disconnected to the field; and workload as ruling out a profound process. Taking all the themes into consideration, three portraits of teachers were found: the praising, the flowing, and the embittered. Implications and meaning of the findings will be further discussed.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48778884","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
Reframing motivation as ‘investment’ in teacher continuing professional development 将动机重新定义为教师持续专业发展的“投资”
IF 1.2
Teacher Development Pub Date : 2023-01-29 DOI: 10.1080/13664530.2023.2167858
Ellen Abakah
{"title":"Reframing motivation as ‘investment’ in teacher continuing professional development","authors":"Ellen Abakah","doi":"10.1080/13664530.2023.2167858","DOIUrl":"https://doi.org/10.1080/13664530.2023.2167858","url":null,"abstract":"ABSTRACT This study is framed within Norton’s notion of ‘investment’ to explore the factors influencing teachers’ reasons and decisions to participate in continuing professional development (CPD) activities. Data were collected from 522 junior high school teachers in the Central region of Ghana using a survey and in-depth interviews. The findings reveal that teachers more frequently participated in informal CPD activities than in organised ones. Also, motivation to participate in CPD activities extended beyond intrinsic and extrinsic motivators to include sociocultural factors such as the nature of teachers’ identity and agency, which were shaped by existing contextual conditions in teachers’ professional practice. Such social conditions increased teachers’ expectations of resources from CPD participation. Therefore, teachers invested in CPD activities where their expectations of resources from participation outweighed the cost to be expended on such involvement. The study opens up a debate for rethinking teacher motivation to include the notion of ‘investment’ to provide a much deeper understanding of the complexities involved in teachers’ reasons for participating in CPD activities.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42113623","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
Attachment, identification, emulation, and identity: distant teachers and becoming a teacher educator 依恋、认同、模仿与认同：远程教师与教师教育者
IF 1.2
Teacher Development Pub Date : 2023-01-10 DOI: 10.1080/13664530.2022.2160804
R. Bullough
{"title":"Attachment, identification, emulation, and identity: distant teachers and becoming a teacher educator","authors":"R. Bullough","doi":"10.1080/13664530.2022.2160804","DOIUrl":"https://doi.org/10.1080/13664530.2022.2160804","url":null,"abstract":"ABSTRACT Only recently have researchers and practitioners become interested in teacher educator development and identity formation. The author explores the place of ‘distant teachers’ – giants of the past whose lives and works prove powerful in self-formation. John Dewey and Boyd H. Bode are offered as examples of distant teachers; the development of the teacher–student relationship with Dewey and Bode is described. The author argues that ‘Great teachers, distant teachers, grab and hold us because they stretch us and in stretching we re-imagine ourselves and begin to remake the world that holds us and that we, in turn, uphold.’","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43803099","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: 1
Improving K-12 teachers’ conceptual competencies in consuming empirical research 消费实证研究中中小学教师概念能力的提升
IF 1.2
Teacher Development Pub Date : 2022-12-29 DOI: 10.1080/13664530.2022.2160803
Qijie Cai, Huili Hong
{"title":"Improving K-12 teachers’ conceptual competencies in consuming empirical research","authors":"Qijie Cai, Huili Hong","doi":"10.1080/13664530.2022.2160803","DOIUrl":"https://doi.org/10.1080/13664530.2022.2160803","url":null,"abstract":"ABSTRACT Research competencies can empower teachers to inquire into their work and innovate in the field. In particular, conceptual competencies in consuming empirical research (CCER) are expected of K–12 teachers, but little is known about how teachers develop CCER. To address this gap, the authors conducted a case study with 12 teachers enrolled in a hybrid graduate course on educational research at a public, comprehensive university in the USA. Data generated from the 15-week course activities and assignments were analyzed. Findings show that teachers’ CCER improved through a three-stage process. In each stage, teachers achieved success but encountered challenges. The varied performance among teachers could be explained by three factors: extensiveness of literature review, conceptual understanding of research topic, and specificity of research focus. This study contributes to the literature by generating detailed evidence of how K–12 teachers develop CCER. Implications for course design and future studies are discussed.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60348152","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
Reflection: a means to faculty engagement in meaningful continuing professional development 反思：教师参与有意义的持续专业发展的一种手段
IF 1.2
Teacher Development Pub Date : 2022-12-28 DOI: 10.1080/13664530.2022.2159508
Sandra Ifeatu Efu
{"title":"Reflection: a means to faculty engagement in meaningful continuing professional development","authors":"Sandra Ifeatu Efu","doi":"10.1080/13664530.2022.2159508","DOIUrl":"https://doi.org/10.1080/13664530.2022.2159508","url":null,"abstract":"ABSTRACT This study sought to understand reflection as a means to faculty engagement in continuing professional development (CPD). A mixed-method study was undertaken with faculty members in a Canadian higher education institution. Drawing on data from a questionnaire and semi-structured interviews, the extent to which faculty members use reflection as a tool to engage in CPD was revealed. Though faculty members believe that reflection can help inform their practice and professional growth, it is used minimally, owing to the issues of time and workload, and the types of professional development activity supported by the college. To promote reflection among faculty members, time for reflection and training on how to engage in critical reflection is necessary. This can only be achieved within a reflective space and environment of trust, especially between faculty members and management. With limited research examining how faculty members can identify relevant and meaningful CPD, this study provides a basis for the use of reflection as a means for them to make deliberate and systematic attempts to reflect on their practice. Through reflection, faculty members generate information and knowledge that helps them make meaning of their actions and experiences, and from which learning through meaningful CPD can continue.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46932808","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
STEM students’ career choice for teaching: studying career choice processes using personal projects STEM学生的教学职业选择:使用个人项目研究职业选择过程
IF 1.2
Teacher Development Pub Date : 2022-12-27 DOI: 10.1080/13664530.2022.2158215
Alma J. Kuijpers, M. Dam, F. Janssen
{"title":"STEM students’ career choice for teaching: studying career choice processes using personal projects","authors":"Alma J. Kuijpers, M. Dam, F. Janssen","doi":"10.1080/13664530.2022.2158215","DOIUrl":"https://doi.org/10.1080/13664530.2022.2158215","url":null,"abstract":"ABSTRACT Understanding how teaching interest and motivation develop during the academic STEM (science, technology, engineering, and mathematics) study program is essential to design effective interventions to increase teacher recruitment. This article describes a new approach to study STEM teachers’ career choice processes. The retrospective method, which is based on personal projects analysis, focuses on the career choice process of STEM teachers during the academic study program as well as on their current personal values and goals, and the interconnection between these two. Evaluation took place in a small-scale explorative study with recently graduated STEM teachers. The results illustrate that the methodology provides insight into STEM teachers’ career choice processes in a personally salient and ecologically valid way. The use of personal projects provides structure and focus, but also enables large-scale data collection. Therefore, this research methodology could be positioned to complement survey studies and narrative inquiry.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46978123","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: 2
Using a logic model to evaluate a novel video-based professional development activity for general practice clinical educators 使用逻辑模型评估全科临床教育工作者基于视频的新型专业发展活动
IF 1.2
Teacher Development Pub Date : 2022-12-26 DOI: 10.1080/13664530.2022.2156589
Tim Clement, Duncan Howard, E. Lyon, E. Molloy
{"title":"Using a logic model to evaluate a novel video-based professional development activity for general practice clinical educators","authors":"Tim Clement, Duncan Howard, E. Lyon, E. Molloy","doi":"10.1080/13664530.2022.2156589","DOIUrl":"https://doi.org/10.1080/13664530.2022.2156589","url":null,"abstract":"ABSTRACT The teaching and learning that takes place in clinical settings has a significant influence on the practice of future health professionals. This article describes the use of a logic model and case study methodology to evaluate an online and face-to-face video-club, a novel professional development activity designed with the aim of improving clinical educators’ teaching practice. A video-club brings together a small group of clinical educators who have a shared interest in exploring their educator role through collective inquiry, using video-recordings of their authentic teaching practices as stimuli for learning discussions. The article focuses on the extent to which the learning design was both implemented and working as intended and offers an examination of proximal outcomes and an initial examination of distal outcomes. The authors claim that the video-club’s core activity – watching and discussing the video-excerpts – was successful in generating the requisite ‘teacher talk’ necessary to influence clinical educators’ teaching practices. The examination of the video-clubs’ impact on clinical educators’ practice was promising and justifies a larger study to fully investigate the intervention’s effectiveness. In order for the video-club to grow and thrive, systemic changes, particularly at the level of policy and ‘culture’, are likely to be required.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47703193","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
Interpersonal issues in knowledge sharing: the impact of professional discretion in knowledge sharing and learning communities 知识共享中的人际问题:专业自由裁量权对知识共享和学习社区的影响
IF 1.2
Teacher Development Pub Date : 2022-12-15 DOI: 10.1080/13664530.2022.2156590
Maarten M. van Houten
{"title":"Interpersonal issues in knowledge sharing: the impact of professional discretion in knowledge sharing and learning communities","authors":"Maarten M. van Houten","doi":"10.1080/13664530.2022.2156590","DOIUrl":"https://doi.org/10.1080/13664530.2022.2156590","url":null,"abstract":"ABSTRACT This study aims to provide insight into individual teachers’ behaviour and decisions regarding the exchange of knowledge, focusing on status, interdependence and reciprocity, and psychological safety. It highlights the key role of the individual professional in knowledge-sharing and professional development contexts. A social-constructivist perspective and qualitative design (case study) were employed. Eighteen teachers in upper-secondary vocational education were questioned in interviews or focus groups. Data was analysed by coding, interrelating, and reasoning. Results show how professional discretion directs intercollegial communication and sharing. Interpersonal issues (status, safety, and reciprocity) influence decisions about sharing with or withholding knowledge from certain colleagues. Consequently, professional development and processes of sharing and managing knowledge are in danger of falling flat when ignoring the individual’s impact. This emphasises the importance of individual professionals’ attitudes and preferences, and informal, social structures in approaches to professional development, knowledge-sharing practices, and learning communities.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46057516","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 PBL instruction with teacher video self-analysis and reflection 通过教师视频自我分析和反思来支持PBL教学
IF 1.2
Teacher Development Pub Date : 2022-12-14 DOI: 10.1080/13664530.2022.2153909
Anne K. Horak, Jessica Marotta, Rebecca L. Brusseau, Kimberley Daly
{"title":"Supporting PBL instruction with teacher video self-analysis and reflection","authors":"Anne K. Horak, Jessica Marotta, Rebecca L. Brusseau, Kimberley Daly","doi":"10.1080/13664530.2022.2153909","DOIUrl":"https://doi.org/10.1080/13664530.2022.2153909","url":null,"abstract":"ABSTRACT This study explored using video self-analysis as a practice to help teachers identify effective problem-based learning (PBL) instruction and identify areas for their professional growth. Five seventh-grade teachers in the United States who varied in age, gender, ethnicity, and years of experience video-recorded their PBL instruction. Teachers then engaged in a semi-structured reflection protocol. The Modified Metacognitive Coach Checklist (MCC-M) supported teachers in this reflection. Researchers conducted an inductive analysis of the transcripts, which is consistent with the constant comparative method. Data analysis showed positive outcomes in promoting long-term changes in beliefs, pedagogy, and in the lives of diverse students when teachers use a specific model of PBL instruction focused on increasing equity in outcomes, and as a driver for reflective practice using video self-analysis.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44535942","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
Bandura’s Triadic Reciprocal Determinism model and teacher self-efficacy scales: a revisit 班杜拉的三元交互决定论模型与教师自我效能感量表：再审视
IF 1.2
Teacher Development Pub Date : 2022-12-01 DOI: 10.1080/13664530.2022.2150285
Stuart Woodcock, Nelly Tournaki
{"title":"Bandura’s Triadic Reciprocal Determinism model and teacher self-efficacy scales: a revisit","authors":"Stuart Woodcock, Nelly Tournaki","doi":"10.1080/13664530.2022.2150285","DOIUrl":"https://doi.org/10.1080/13664530.2022.2150285","url":null,"abstract":"ABSTRACT This study aimed to reignite the discussion of the elusive concept of teacher self-efficacy through the lens of Bandura’s social cognitive theory and more specifically the Triadic Reciprocal Determinism model. It examined two commonly used teacher self-efficacy scales that were distributed to 154 Australian preservice teachers. Findings show that unfortunately the current scales do not fully capture the teacher self-efficacy construct; they generally assess one’s personal factors and the impact that they can have on teacher behavior, but very loosely try to capture the impact that the environment can have on one’s personal beliefs. Therefore, the results suggest that a new scale is needed in order to assess the reciprocated effects and understanding of teacher self-efficacy if it is to fully capture the elusive underpinning within the conceptual triadic reciprocal deterministic manner, which it should if it is to be fully understood and applied within the context of teaching.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44914480","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: 2
首页 上一页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信