Early childhood education teachers’ constructs of teacher quality in Belize

Casey, Erin M.; DiCarlo, Cynthia F.

doi:10.1080/03004430.2017.1337009

Cited by 2 publications

(1 citation statement)

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“…Hargreaves claims to see a development of 'ages' of teachers' professionalism throughout the 20 th century: the preprofessional, the autonomous professional, the collegial professional and the postprofessional (Hargreaves 2000). Teachers' own perceptions of good teaching have also been documented in the research literature, from early childhood education (Casey and DiCarlo 2018) to high school (Meng, Muñoz, and Wu 2016;Thompson 2016). While such teacher perceptions may be similar across schools within the same country, they may not agree with how quality is assessed within the teachers' respective school (Thompson 2016).…”

Section: The Notion Of the Desired Teachermentioning

confidence: 99%

Images of the desired teacher in practicum observation protocols

Christiansen

Österling

Skog

2019

Research Papers in Education

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'Good teaching' remains disputed, but few studies have empirically studied variations in views of good teaching as reflected in teacher education. This study performed a content analysis of criteria for student teacher lesson observations stated in protocols from universities in six countries. Similarities across the protocols were the absence of images of the charismatic and the technical-professional teacher, and the dearth of teleological aspects. The degree to which protocols reflected a knowledge base, had clear implementation requirements, valued reasoned judgement, and valued transformation of content varied. On the basis of this range of images of the desired teacher, we suggest four categories of teacher images: the knowledgeable teacher, the knowledge-transforming teacher, the efficient teacher, and the constantly improving teacher, and further discuss the possibility of an inspired teacher.

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Section: The Notion Of the Desired Teachermentioning

confidence: 99%