Este estudio es de tipo descriptivo e interpretativo y da cuenta de los resultados de las representaciones sociales sobre la profesión docente que autorreportan alumnos que ingresan a la formación ...inicial de profesores en dos instituciones chilenas de educación superior estatales; una de la región de Ñuble y la otra de la Región de Los Lagos. Este estudio surge a partir de la actualización del sistema nacional de aseguramiento de la calidad de la educación, en donde se establece la obligatoriedad de aplicar test de evaluación diagnóstica. Para tal efecto la población estuvo conformada por 834 estudiantes de la cohorte 2018, pertenecientes a 15 carreras de Pedagogía en dos universidades del país. Se aplicóun instrumento escala tipo Likert, validado en una población similar en el año 2017. Para realizar el análisis de la información, se aplicaron métodos descriptivos numéricos e inferenciales. En sus principales conclusiones, se devela representaciones sociales comunes en dimensiones sobre vocación, ejercicio de la profesión, prestigio e imagen social del profesorado,independiente del sexo, de lo que se desprende que los sujetos evaluados conforman una identidad profesional claramente modelada antes de comenzar su formación inicial docente.
In response to increasing cultural diversity within student populations in Australia as well as Britain, Europe and North America, there have been ongoing calls to diversify the teaching profession. ...Such a strategy is based on assumptions that teachers who are of ethnic and racial minority are well placed to act as role models for minority students, will understand students' cultural practices and beliefs and how they shape them as learners, and will contribute diverse cultural perspectives to school curricula. In this article I draw on data from two separate studies that investigated the experiences of culturally diverse teachers working in Australian schools. I illustrate how the participants are constructed, first and foremost, as ethnic and racialised teacher subjects, a positioning that shapes the nature of their work and professional identities. I suggest that the work of racially and ethnically diverse teachers and the construction of their professional selves are underpinned by naive assumptions about them as a homogenous group, as educators who can address the education needs of all culturally diverse students and as cultural experts who can incorporate diverse cultural perspectives into school curricula. In light of these findings I critique the assumptions about culturally diverse teachers that underpin arguments to diversify the profession. I also make visible some of the tensions and complexities that shape their work in schools.
Nye læreres erfaringer med skolen som organisasjon Amdal, Irina Ivashenko; Ulvik, Marit
Nordisk Tidsskrift for Utdanning og Praksis = Nordic journal of education and practice,
2019, Letnik:
13, Številka:
1
Journal Article
Recenzirano
Odprti dostop
Mens forskning på nye lærere ofte retter oppmerksomheten mot det performative aspektet ved lærerarbeid, undersøker denne artikkelen nyutdannedes møte med skolen som organisasjon. Fem nye lærere ble ...intervjuet i det siste semesteret i lærerutdanningen og etter de tre første månedene i arbeid. Gjennom utdanningen har de dannet seg et visst kjennskap til skolen og dens kultur, og de både gleder og gruer seg til lærerjobben. Likevel, som arbeidssøkere stiller de få krav til sin fremtidige arbeidsplass. Resultatene i studien viser at de nye lærerne får svært utfordrende arbeidsbetingelser og mangelfull mentorstøtte eller veiledning. Artikkelen konkluderer med en bekymring over at det er de erfarne lærernes behov som blir prioritert framfor behovene til de nyutdannede. Avslutningsvis diskuterer vi studiens resultater og kommer med forslag til implikasjoner både for forskning og oppfølging av nyutdannede. English abstract While research on newly qualified teachers often focuses on the performative aspect of teaching, this article investigates novice teachers’ encounter with the school as an organization. Five new teachers were interviewed during the last semester of teacher education and after working for three first months. Through teacher education they have a certain knowledge of the school and its culture, and they both look forward to and dread to start working as teachers. Nevertheless, as job seekers they make few demands of their future workplace. The results of the study indicate that new teachers meet very challenging working conditions and inadequate mentor support. The conclusion gives rise to concern that it is the experienced teachers’ needs that are prioritized rather than those of new teachers. Finally, we discuss the results and suggest implications for research as well as support for newly qualified teachers.
Achieving educational goals is based on the skills and competence of teachers; therefore, professional development of teachers is important to policy and decision-makers. Worldwide, the percentage of ...teachers who leave the profession within their first years of teaching is high therefore, professional support is essential to ease on their integration. Previous research indicates a positive and significant correlation between teachers' self-efficacy and their attitudes toward the teaching profession. Our study included three hypotheses: 1) teachers' pedagogical applications serve as mediators for the relationship between teachers' self-efficacy and their attitudes toward the profession; 2) participating in a professional development school (PDS) training program interacts with teachers' self-efficacy in predicting their attitudes toward the profession; and, 3) participation in a PDS training program will positively affect the two variables. A close and open-ended questionnaire was replied by 300 novice teachers, some of whom participated in the PDS program and others who did not. Findings indicate that the relationship between teachers' sense of self-efficacy and their attitudes towards the teaching profession was partially mediated by: applying constructivist pedagogical practices; matching to differences between learners; collaboration between fellow teachers; accountability; planning and teaching management; and academy-community relationships. Participation in a PDS program was not found as a moderator variable for this relationship, but novice teachers who participated in this program had a significant higher sense of self-efficacy and more positive attitudes towards the teaching profession. Findings are important for designing novice teacher training programs with an emphasis on the implementation of specific pedagogical practices.
The present text proposes to establish a critical reflection on the professionalization of teaching in Brazil, revisiting the first sociological studies of Luiz Pereira about schooling in our ...country. Using the methodological procedure of documentary analysis and working with the concept of practice from the Foucaultian studies it is possible to map and describe some statements about the professionalization of teaching in the 1960s in Brazil. The first refers to the decline of the craft-missionary conception related to teaching in substitution for more bureaucratic conceptions of this profession. The second statement relates to the integrative capacities showing how the integration of domestic and professional roles in teaching has strengthened the feminization of the teaching profession in the period analyzed.
O presente texto propõe-se a estabelecer uma reflexão crítica sobre a profissionalização do magistério no Brasil, revisitando os primeiros estudos sociológicos de Luiz Pereira acerca da escolarização em nosso país. Utilizando-se do procedimento metodológico da análise documental e operando com o conceito de prática a partir dos Estudos Foucaultianos, é possível mapear e descrever alguns enunciados que se referem à profissionalização do magistério na década de 1960, no Brasil. O primeiro desses enunciados mapeados se refere ao declínio da concepção artesanal-missionária relacionada à docência em processo de substituição por concepções mais burocratizadas dessa profissão. O segundo enunciado relaciona-se com as capacidades integrativas, mostrando como a integração de papéis domésticos e profissionais no magistério fortaleceu sua feminização no período analisado.
El presente texto propone establecer una reflexión crítica sobre la profesionalización de la enseñanza en Brasil, revisando los primeros estudios sociológicos de Luiz Pereira sobre la escolarización en nuestro país. Utilizando el procedimiento metodológico de análisis documental y trabajando con el concepto de práctica de los estudios de Foucault, es posible trazar y describir algunas afirmaciones sobre la profesionalización de la enseñanza en la década de 1960 en Brasil. El primero se refiere al declive de la concepción artesanal-misionera relacionada con la enseñanza en sustitución de concepciones más burocráticas de esta profesión. La segunda declaración se refiere a las capacidades integradoras que muestran cómo la integración de los roles domésticos y profesionales en la enseñanza ha fortalecido la feminización de la profesión docente en el período analizado.
This study aims to examine the direct and indirect relationships between pre-service teachers’ attitudes toward the teaching profession, their occupational resilience beliefs, and their tendency to ...engage in extra-role behaviors within the framework of structural equation modeling. A relational survey model was used to design this quantitative investigation. The sample comprises 430 pre-service teachers who enrolled at four different programs at a state university in Turkey. The study used the attitudes toward teaching profession scale, the occupational resilience beliefs scale for pre-service teachers, and the extra-role behaviors scale (teacher form) as data collection tools. The researchers created hypothesis models examining the mediating and moderated mediating role of the occupational resilience belief in the effect that attitudes toward the teaching profession have on extra-role behaviors and tested these models within the framework of structural equation modeling. As a result of the study, it was found that the relationship strength between the attitudes toward the teaching profession, the occupational resilience belief, and extra-role behaviors was moderate. The study determined that occupational resilience belief plays a mediating role in the effect of pre-service teachers’ attitudes toward the teaching profession on extra-role behaviors. According to the results of the moderated mediation analysis, the influence of this indirect effect on extra-role behaviors varies according to the type of program studied, even though it does not differ significantly according to the class level of the pre-service teachers. This indirect effect is provided at the best level for pre-service teachers in the mathematics education program. However, the study concluded that the indirect effect influence significantly weakened in the Turkish education program.
Contrary to the assumption of worldwide diffusion processes of internationally circulating reform ideas in education there are examples of regions that resist. In the present study, the phenomenon of ...incorporating international reform ideas into local education systems is examined using new institutionalism as a theory for its explanatory power of worldwide diffusion processes in education together with a set of cases that offer semi-lab-like conditions: Not all German federated states have adopted Bachelor’s and Master’s degrees for teacher training; some have maintained the state examination. Based on this empirical finding, the question of the dissertation is: Whether and how were the Bachelor’s and Master’s degree in German teacher training implemented on the federated statelevel in the period between 1999 and 2013? It can be shown that the federal ministers of higher education specified three core characteristics of the Bologna Process, namely the introduction of Bachelor’s and Master’s degrees, a credit point system, and modularisation. A decision of the Standing Conference of the Ministers of Education and Cultural Affairs of Germany made in 2005 further ensured that the reformed degrees were recognised nationwide for teachers as well. The educational organisations’ demands were characterised by a large number of positive and only a few negative votes concerning the implementation of the Bologna Process in German teacher education. To provide specific insights into the reform process, this study focuses on teacher training for secondary school teachers, comparing the teacher training regulations as of 1999 with all subsequent changes until 2013 to obtain the degree of change for each federated state. As a result, it can be stated that eight states introduced reformed degrees into secondary school teacher education and eight states kept the state examination. Both groups are then compared as to whether a change of the degree towards Bachelor’s and Master’s is more likely to be accompanied by further reforms. The results suggest that while changes have occurred in all states, the percentage increase of courses in education and didactics, as well as the increased study duration, correlates positively with a change of the degree structure. Therefore one can interpret that the Bologna reforms, especially those concerning the degree structure, were used to implement other curricular and structural reforms that were not related to the Bologna Process itself. In the last step, plenary debates on the federated state level regarding the introduction of these Bologna reforms are analysed to examine the justifications for the introduction of a change in the degree structure, as well as for maintaining the state examination. Justifications or strategies for preserving the state examination are particularly relevant because they act against the political and public expectations analysed earlier. In a nutshell, it can be stated that the innovative strength of the partial reforms adopted in the hybrid model and the exclusion of a fundamental criticism of Bachelor’s and Master’s degrees are used as a strategy to reject the implementation of a new degree structure without being interpreted as non-innovative. Federated states that implemented the degree reform referenced decisions made in other states or regions, as well as possible negative consequences of not implementing the degrees, to support their decision while also presenting it within the discourse as a window of opportunity for more fundamental reforms in teacher training.
Entgegen der Annahme weltweiter Diffusionsprozesse international kursierender Reformideen in der Bildungspolitik gibt es Beispiele für Regionen, die sich widersetzen. In der vorliegenden Arbeit wird dieses Phänomen mithilfe eines Sets an Fällen untersucht, die in ihrer Gesamtheit quasi-laborartige Bedingungen bieten: Im Zuge des Bologna-Prozesses haben einige Bundesländer die Abschlüsse ‚Bachelor‘ und ‚Master‘ für die Lehrer*innenbildung übernommen, während andere die Staatsprüfung beibehalten haben. Ausgehend von diesem Befund wird in der Arbeit die Frage untersucht, mit welchen Strategien die Bologna-Reformen in der Lehrer*innenbildung der einzelnen Bundesländer in den Jahren von 1999 bis 2013 politisch umgesetzt bzw. wie deren Implementation verhindert wurde. Die Analyse der Erwartungen bildungspolitischer Akteure zeigt, dass die Hochschulminister*innen im Bologna-Prozess drei Kernmerkmale für die Organisation von Studiengängen festlegten, nämlich Bachelor- und Masterabschlüsse, ein Leistungspunktesystem und die Modularisierung. Darüber hinaus wurde die Bologna-Reform durch die Kultusministerkonferenz im Jahr 2005 auch für die Lehrer*innenbildung deutschlandweit anerkannt. Der Diskurs weiterer wichtiger bildungspolitischer Akteure zeichnet sich darüber hinaus durch eine Vielzahl an positiven gegenüber nur wenigen negativen Stimmen zur Implementation des Bologna-Prozesses in der Lehrer*innenbildung aus. Um die tatsächlichen Reformen differenziert betrachten zu können, wird der Fokus der zweiten Untersuchung allein auf das gymnasiale Lehramt gelegt. Dabei wird für jedes Bundesland die Gestaltung der Studienphase im Jahr 1999 mit dem Stand im Jahr 2013 verglichen. Dabei kann festgestellt werden, dass in allen Bundesländern sowohl das Leistungspunktesystem als auch die Modularisierung eingeführt wurden. Eine Reform der Staatsprüfung hin zu einem Masterabschluss wurde im Untersuchungszeitraum jedoch nur in acht der 16 Bundesländer umgesetzt. Die Einführung der Bachelor- und Masterabschlüsse ging zudem mit einer prozentualen Erhöhung des Anteils der Berufswissenschaften, definiert als Fachdidaktiken, Bildungswissenschaften und Schulpraktika, sowie einer Verlängerung der Studienzeit einher. Dies kann dahingehend interpretiert werden, dass die Bologna- Reformen insgesamt und die Einführung der Bachelor- und Masterabschlüsse im Besonderen als window of opportunity genutzt wurden, um auch andere Reformen umzusetzen. In der dritten Untersuchung werden Plenardebatten in den Bundesländern im Rahmen der Einführung der Bologna-Reformen analysiert, um die Begründungen für eine Reform bzw. für die Beibehaltung der Staatsprüfung zu untersuchen. Insbesondere Begründungen bzw. Strategien der Nicht-Einführung sind dabei besonders relevant, weil sie gängigen theoretischen Annahmen der Diffusion von international kursierenden Reformideen widersprechen. Zusammenfassend kann festgehalten werden, dass die Innovationskraft bzw. Passfähigkeit des eigenen Gesetzentwurfs unter Ausschluss einer Fundamentalkritik an den Bachelor- und Masterabschlüssen als Strategie verwendet wurden, um die Einführung dieser Abschlüsse zu umgehen, ohne gleichzeitig als rückständig im Vergleich zu den Ländern mit einer vollständigen Implementation zu gelten. Bei einer Implementation der Abschlüsse dient neben dem diskursiv hergestellten window of opportunity auch der Verweis auf an anderen Orten getroffene Entscheidungen und den daraus resultierenden negativen Konsequenzen für das eigene Bundesland bei einer etwaigen Nicht-Implementation als legitimitätsstiftend.
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