Learning for professional life: Student teachers' and graduated teachers' views of learning, responsibility and collaboration

Dahlgren, Madeleine Abrandt; Chiriac, Eva Hammar

doi:10.1016/j.tate.2009.03.019

Cited by 30 publications

(15 citation statements)

References 19 publications

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“…Preservice teachers' have identified concerns such as "working conditions, including professional autonomy, poor student motivation, student discipline problems, [and] lack of recognition and support from administrators" (Knobloch & Whittington, 2002, p. 331). Preservice teachers' ability to successfully manage these factors may determine whether they enter and remain in the teaching profession (Dahlgren & Chiriac, 2009). Garton and Chung (1997) claimed that upon graduation, many teachers of agriculture felt they lacked requisite skills to become successful.…”

mentioning

confidence: 99%

Concerns Expressed by Agricultural Education Preservice Teachers in a Twitter-Based Electronic Community of Practice

Paulsen¹,

Anderson²,

Tweeten³

2015

JAE

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Student teaching is an important capstone experience in which preservice teacher candidates begin to learn the skills they need to become effective teachers. During this experience, candidates develop concerns for themselves as well as for their students. As preservice teachers encounter challenges and obstacles, it is important for them to communicate these concerns. Preservice teachers from Iowa State University participated in a Twitter-based electronic community of practice to express their teaching concerns. This study was designed to identify preservice teachers' concerns and determine if they aligned with Moir's (1990/2011) phases of first-year teaching. By understanding preservice teachers' concerns in real time, teacher educators can better address the candidates' self-adequacy concerns throughout the teacher preparation program. We recommend that preservice teachers express their concerns during student teaching through an electronic community of practice so teacher educators can address concerns in a timely manner.

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mentioning

confidence: 99%

Concerns Expressed by Agricultural Education Preservice Teachers in a Twitter-Based Electronic Community of Practice

Paulsen¹,

Anderson²,

Tweeten³

2015

JAE

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“…Social sciences N. Pakhomova, T. Ponimanska, V. Slastionin, V. Sukhomlinsky and other [17][18][19][20][21][22][23]. At the same time near 45 % of respondents left this question without an answer.…”

Section: Reports On Research Projectsmentioning

confidence: 99%

Characteristic of Factors That Influence the Formation of the Humanistic Pedagogical Position of Future Speech Therapists

Fedorova

2019

EUREKA: Social and Humanities

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The article analyzes factors that influence the formation of the humanistic pedagogical position of future speech therapists, understood as a personal phenomenon that integrates values and senses of pedagogical activity of the humanistic directionality. The research characterizes internal and external factors of the formation of the humanistic pedagogical position of future speech therapists. Important internal factors of the formation of the humanistic pedagogical position of future specialists are:-self-consciousness-adequate self-estimation, axiological self-attitude, reflection as an ability to understand own peculiarities, report to yourself about other's understanding of them, to form own behavior taking into account probable reactions of important people;-personal experience-understood as cognition results, accumulated by studied people, based on their sensual practical comprehension at the educational process, in the educational environment and in the wide life context. External factors are educational process and environment, external as to the subjective humanistic pedagogical position of a future specialist:-attitude to the problem of the formation of the aforementioned position in future speech therapists by teachers of basic educational institutions;-content filling of curriculums, guiding teaching general and special disciplines for this category of specialists. The professional activity of a speech therapist is a complex of interconnected processes, depending on numerous and diverse factors-internal and external ones. Internal and external factors are analyzed, strong and weak sides of the organization of the educational process and environment under traditional learning conditions that brake the process of formation of the humanistic pedagogical position of future speech therapists are determined, the analysis of an influence of contents of learning programs of the disciplines "Special education. Speech therapy" that determine a strategy and tactics of their teaching was made.

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“…This line of research has shown that teachers' professional identity has been a key topic in debates about the crisis of education and school, and has served to justify changes in educational policies, and in setting the challenges faced by teachers in their daily practice (Thomas, 2003;Day et al, 2005;Hedjerassi & Stumpf, 2006;Barrett, 2009;Dahlgren & Chiriac, 2009).…”

Section: Novice Teachers' Identity Under Studymentioning

confidence: 99%

Developing Autobiographical Accounts as a Starting Point in Research

Sancho

Hernández-Hernández

2013

European Educational Research Journal

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Teaching and research are an academic's two main responsibilities. The performance of these two roles (teacher and researcher) can be clearly separated or noticeably interwoven in a continuous reflective process that shares and interchanges positionalities and references. Research projects, in the context of the quality research group ESBRINA -contemporary subjectivities and learning environments (2009SGR 0503) -are usually started by making explicit the group's personal viewpoints regarding the topic they are scrutinising. As a result, different autobiographical accounts have been developed which provide complex and in-depth explanations of the process of constructing the research topics and relationships that are delved into. This article starts by offering a context for the research group's epistemological frame and argues for the need to conduct autobiographical accounts as a research strategy. This approach is illustrated by looking into the narratives recently written for two research, development and innovation projects. The first one was aimed at understanding how novice teachers are learning to become teachers under post-Fordist working conditions, and the second endeavoured to explore how teenagers are learning from multiple literacies inside and outside of school. The article concludes by pointing out the European dimension of the research and the lessons learnt regarding the dilemmas on writing autobiographical accounts as part of a research process. The Reflective Frame of a Research GroupA few years ago, when starting a new research project aimed at exploring how university teachers cope with social, academic, technological and biographical change over time, we decided that, being academics ourselves, we could not investigate the experiences of others without putting our own experiences under scrutiny (Hernández & Rifà, 2010;Hernández et al, 2010). Under the effects of this epiphany, as an act of epistemological, methodological and political coherence, we decided to start this study by writing our professional autoethnographies (Sparkes, 2002). We chose this methodological approach since we considered autoethnography as one person's life experiences placed in a broader cultural and social context, in this case related to change in higher education. As a consequence, and as Brockmeier points out (2000), adopting an autoethnographic perspective means interpreting and reconstructing significant experiences, and placing them in relation to the social and cultural discourses of our time. In this vein, we consider that 'autoethnography is research, writing, story and method that connect the autobiographical and personal to the cultural, social and political' (Ellis, 2004, p. xix). And that, as Ellis and Bochner (2000, p. 733) argue, this research approach constitutes 'an autobiographical genre of writing and research that plays multiple layers of consciousness, connecting the personal to the cultural'.What led us to consider this epistemological position was consistent with our situation at the universit...

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Learning for professional life: Student teachers' and graduated teachers' views of learning, responsibility and collaboration

Cited by 30 publications

References 19 publications

Concerns Expressed by Agricultural Education Preservice Teachers in a Twitter-Based Electronic Community of Practice

Concerns Expressed by Agricultural Education Preservice Teachers in a Twitter-Based Electronic Community of Practice

Characteristic of Factors That Influence the Formation of the Humanistic Pedagogical Position of Future Speech Therapists

Developing Autobiographical Accounts as a Starting Point in Research

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