This edited volume is about diversifying the teaching profession. It is unique in its inclusion of multiple dimensions of diversity; its chapters focus on a wide range of under-represented groups, ...including those from lower socio-economic groups, Black and minority ethnic groups, migrants, the Travelling community, the Deaf community, the LGBTQI+ community and those of mature age. The book includes contributions from Australia, England, Iceland, Portugal and Scotland, as well as a number of chapters from the Irish context, mostly emanating from projects funded under Ireland’s Higher Education Authority’s Programme for Access to Higher Education (PATH): Strand 1—Equity of Access to Initial Teacher Education. The book also critically engages the rationale for diversifying the profession, arguing not only that representation still matters, but also that ultimately teacher diversity work needs to encompass system transformation to achieve a diverse, equitable and inclusive teaching profession.
This 1-year qualitative study examined the ways in which nine social justice–oriented teachers in racially segregated schools defined and fostered sympathy with low-income students of color. These ...teachers reportedly defined sympathy on the basis of caring and high expectations, which challenged traditional notions of sympathy as a teacher cue for low ability and lowered expectations for learning. Building upon W. E. B. Du Bois’s concept of sympathetic touch, the findings of this study revealed that the teachers fostered sympathy through perceptions of fairness in educational opportunities, education as a method to challenge class oppression, the use of curriculum to communicate caring, and high expectations to promote students’ histories, self-respect, and preparation for a more just future. The results of these findings have implications for how society currently views teacher effectiveness, and future discussions regarding teacher education, school accountability, and teacher evaluation.
The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding ...utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion (friendly vs. hostile), instead of by the level of agency (in control vs. powerless). Analyses of mentioned teacher and student behavior show a friendly interactional pattern for positive relationships and a hostile pattern for problematic ones. In teachers' perceptions, positive and problematic relationships also differed in context where encounters take place and topic of talk. Contrary to interactions in problematic relationships, encounters in positive relationships were mostly situated outside the classroom context and conversations during these encounters covered a wide range of topics. Implications for teacher education programs are discussed.
We analyzed how teacher perception of job demands and job resources in the school environment were related to teacher well-being, engagement and motivation to leave the teaching profession. ...Participants were 760 Norwegian teachers in grade 1–10. Data were analyzed by means of confirmatory factor analysis and SEM analysis. A second order job demand variable strongly predicted lower teacher well-being, whereas job resources more moderately predicted higher well-being. Teacher well-being was in turn predictive of higher engagement and lower motivation to leave the profession. Analysis of primary factors showed that time pressure was the strongest predictor of teacher well-being.
Teaching as Assemblage Strom, Kathryn J.
Journal of teacher education,
09/2015, Letnik:
66, Številka:
4
Journal Article
Recenzirano
Recent accountability policies seek to “grade” teacher preparation programs by the teaching evaluations of their graduates. This article addresses the problematic nature of the linear thinking ...underlying such reforms by examining the construction of teaching practices of Mauro, a first-year secondary science teacher who taught environmental and earth sciences. Drawn from a larger data set, the study uses concepts from rhizomatics, a non-linear theory of thought and social activity, and elements of postmodern grounded theory. Despite holding key factors constant across the two subject area settings, differences in the ways the teacher, students, and contextual conditions worked together helped produce strikingly different teaching practices in each set of classes. This study provides evidence that enacting pre-professional learning is a complex undertaking shaped by the ways the elements present in the school setting work together, and, thus, teaching is a collectively negotiated activity. The author offers implications for teacher preparation practice and policy, advocating for an ontological turn in teacher education research that focuses on processes of teaching rather than outcomes alone.
This study extends previous research on teachers' self-efficacy by exploring reciprocal effects of teachers' self-efficacy and instructional quality in a longitudinal panel study. The study design ...combined a self-report measure of teacher self-efficacy with teacher and student ratings of instructional quality (assessing cognitive activation, classroom management, and individual learning support for students), and 2-level cross-lagged structural equation analyses were conducted. Data were collected from 155 German secondary mathematics teachers and 3,483 Grade 9 students at 2 measurement points. Although cross-sectional correlations between self-efficacy beliefs and characteristics of instruction were substantiated, the analyses only partially confirmed a causal effect of teachers' self-efficacy on later instructional quality. Instead, the analyses revealed a reverse effect of instructional quality on teachers' self-efficacy, with students' experience of cognitive activation and teachers' ratings of classroom management predicting teachers' subsequent self-efficacy. Our findings emphasize the importance of examining teachers' self-efficacy not only as a cause but also as a consequence of educational processes. Future research on teachers' self-efficacy should take a longitudinal perspective with varying time lags, identify possible mediator variables, and consider other aspects of teacher competence beyond self-efficacy when examining the effects of instructional quality.
Since 2009, the Educative Teacher Performance Assessment (edTPA) has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States. However, its ...national assimilation has become a target for both praise and critique among teacher educators. In this article, we examine such diverse perspectives. Highlighting the sensemaking of administrators, faculty, staff, and teacher candidates (n = 75) across eight teacher preparation programs (TPPs) in two states, we examine how they have responded to varied edTPA policy designs and program contexts. Results show that both policy design and programmatic differences influence how these stakeholders have perceived and implemented edTPA—either as a framework for inquiry or compliance. In the process, we contend that edTPA has many promises and pitfalls as a scalable policy tool for preparing and assessing future teachers.
Digital Storytelling as Racial Justice Matias, Cheryl E.; Grosland, Tanetha J.
Journal of teacher education,
03/2016, Letnik:
67, Številka:
2
Journal Article
Recenzirano
Teacher education is replete with an overwhelming presence of Whiteness, a presence that if not explicitly interrogated indefinitely recycles hegemonic Whiteness. Needed are pedagogical strategies ...that expose the hegemonic invisibility of Whiteness. This critical reflection examines the utilization of digital storytelling by teacher educators of color to pedagogically deconstruct Whiteness in a predominately White, urban-focused teacher education course—a necessary deconstruction if these teacher candidates are to effectively teach urban students of color. Particularly, this article deconstructs four academic years of digital stories produced in a mandatory diversity course in an urban teacher education program and illustrates how digital storytelling itself promotes a critical self-revelation that confront Whiteness in White teacher candidates. The preliminary analyses suggest that digital storytelling is a racially just way of having White teacher candidates self-reflect on their own Whiteness in a multitude of ways, by (a) ending emotional distancing, (b) debunking colorblindness, (c) engaging emotions, and (d) sharing the burden of race.
Teacher Effects and Teacher-Related Policies Jackson, C. Kirabo; Rockoff, Jonah E; Staiger, Douglas O
Annual review of economics,
01/2014, Letnik:
6, Številka:
1
Journal Article
Recenzirano
Odprti dostop
The emergence of large longitudinal data sets linking students to teachers has led to rapid growth in the study of teacher effects on student outcomes by economists over the past decade. One large ...literature has documented wide variation in teacher effectiveness that is not well explained by observable student or teacher characteristics. A second literature has investigated how educational outcomes might be improved by leveraging teacher effectiveness through processes of recruitment, assignment, compensation, evaluation, promotion, and retention. These two lines of inquiry are closely tied; the first tells us about the importance of individual teachers, and the second tells us how this information can be used in policy and practice. We review the most recent findings in economics on the importance of teachers and on teacher-related policies aimed at improving educational production.
Despite the growing popularity of corpus linguistics among researchers in recent decades, a corpus-based approach remains largely unknown to most teachers in primary and secondary schools. Drawing on ...Shulman's concept of pedagogical content knowledge, this study differentiated between two key terms - corpus literacy and corpus-based language pedagogy - and investigated how a group of TESOL teacher trainees developed their corpus literacy and corpus-based language pedagogy in a two-step training scheme. The first step, focussing on using corpus data as a learning tool, was conducted in a physical classroom; the second step, focussing on using corpus data as a teaching tool, took place in a virtual online classroom. A mixed methods design, including surveys, interviews and analyses of lesson plans, was used to collect and analyse the data. The findings revealed that most participants gained a good level of corpus literacy as measured by the self-designed survey. They also obtained a good level of initial competence in using corpus-based language pedagogy, as revealed by the rating of their lesson design and the content analyses of the lessons and interview data. The results support a differentiation between corpus literacy and corpus-based language pedagogy, attesting to the effectiveness of the two-step corpus-based teacher training. The study provides several insights regarding how to scaffold teachers in corpus-based training and teach students with corpus resources to address their vocabulary needs and difficulties. Finally, a few issues are raised regarding what teachers may consider when implementing effective corpus-based teaching in school settings.
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