Teachers’ Emphases on General Educational Goals: a study of Norwegian teachers

Kallestad, Jan Helge; Olweus, Dan

doi:10.1080/0031383980420302

Cited by 10 publications

(6 citation statements)

References 15 publications

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“…In Norway, it is not socially acceptable to express views in a boastful, arrogant or overly-ambitious manner, that implies you regard yourself as better or superior to others, and choosing a career primarily for pay or respect would have some overtones of this for many of the students (cf. Kallestad & Olweus, 1998).…”

Section: Resultsmentioning

confidence: 99%

“…Many people choose to become teachers (nurses or doctors) because they feel the job is socially important and worthwhile, in spite of poor working conditions or challenging problems they must deal with. As such, those students who value the educational goals typically espoused by teachers, such as those reported in a study of Norwegian teachers by Kallestad & Olweus (1998), are more likely to consider teaching as a career. Conversely, students who do not value such goals may be less likely to consider teaching as a career, even if the working environment is improved.…”

Section: Resultsmentioning

confidence: 99%

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Norwegian university students' views on a career in teaching

Kyriacou

Coulthard

Hultgren

et al. 2002

Journal of Vocational Education & Training

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This study explored the views of 84 first year students at a University College in Norway about a career in teaching. The students completed a questionnaire in which they were asked to rate the influence of 20 factors on their choice of career, and then the extent to which they thought teaching as a career accommodated these factors. A comparison was made between the views expressed by three groups of students: those who were not considering teaching (n = 38), those who were vaguely considering teaching (n = 34) and those who were seriously considering teaching (n = 12). As we move from the 'definitely not considering teaching' group towards the 'seriously considering teaching' group, there was an increasingly greater match between factors rated as important when choosing a career and factors which were rated as being offered by teaching as a career (e.g. 'a job where I can use my university subject', 'a career that provides intellectual challenge', 'a job where I will contribute to society', 'a job that can easily be combined with parenthood', 'a job where I can care for others' and 'working with children'). These findings support a model of career choice based on a match between students' perceptions of the important job factors and whether these factors are offered. The students who reported that they could be encouraged to consider teaching as a career were also asked to rate measures that might do this. The most highly rated measure was 'more resources, better teaching materials and better teaching conditions'.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Norwegian university students' views on a career in teaching

Kyriacou

Coulthard

Hultgren

et al. 2002

Journal of Vocational Education & Training

View full text Add to dashboard Cite

show abstract

“…For example, in a most recent study with longitudinal data on middle school math teachers and students in a mid-western state, a recent study (Akiba, Wang, & Liang, 2015) found that one hour increase in school average amount of teacher participation in professional conference and informal communication was associated with on average a .15 point increase and .23 point increase in the annual growth rate in students' math scores. The significance of teacher PD on student learning has also been broadly documented by researchers around the world such as in England (Wood & Bennett, 2000), Australia (Ingvarson, Meiers, & Beavis, 2005;Kettle & Sellars, 1996), Norway (Kallestad & Olweus, 1998), Pakistan (Warwick & Reimers, 1995), and Israel (Angrist & Lavy, 2001). Despite these empirical studies, the knowledge base on the impact of PD on educational outcomes is still not as strong as it should have been (OECD, 2005;Yoon, Duncan, Lee, Scarloss, & Shapley, 2007).…”

Section: The Impact Of Professional Development On Educational Outcomesmentioning

confidence: 98%

Professional Development and Student Achievement: International Evidence from the TIMSS Data

Liang¹,

Zhang²,

Huang³

et al. 2015

PDJ

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This comparative study used the latest Trends in International Mathematics and Science Study (TIMSS) data sets and examined the relationship between professional development and student achievement. It found that although the national levels of access for students at the fourth and eighth grade levels to teachers who participated in professional learning in the United States were higher than the other countries, one third to one half of the fourth grades were taught by teachers who had no professional learning focusing on math instruction or curriculum. In addition, teachers' participation in professional development was positively associated with higher student math achievement. This cross-national study provided empirical evidence highlighting the importance of investing in teacher learning for improving national educational quality.

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“…Benyamini and Limor (1995) claim that the teachers' notions of student traits represent their expectations, which, in turn, are believed to be influenced by formal pedagogical ideology and defined by educational standards. Kallestad and Olweus (1998) found that Norwegian teachers' goal emphases are, to a considerable degree, the result of professional socialization. Matsagouras and Riding (1996, p. 105) found that English and Greek studentteachers who rated the educational aims of their childhood teachers, of their current teachers and their own intentions for teaching, had similar attitudes, far removed from the ideologies of their childhood educations.…”

Section: Belief Systemmentioning

confidence: 99%

Organizational learning: teachers’ perceptions of the “ideal student” trait system

Maslovaty

2002

International Journal of Manpower

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This study relates to a setting which approaches organizational learning. The professional ideal student trait system and the personal value system, as perceived by prospective and practicing teachers, are presented as constructs of the belief system. Conclusions are drawn from a comparative analysis of seven samples. Although the constructs of the personal value system and the ideal high school student trait system were similar, their content priorities were different, focusing professionally on academic traits and personally on interpersonal values. The structure of the ideal high school student multivariate system confirmed Schwartz's bipolar continue value model: conservation versus openness to change and self-transcendence versus selfenhancement. Two techniques for organizational learning are presented for promoting, theorizing, and evaluating teachers' perceptions of the ideal student trait system.

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Teachers’ Emphases on General Educational Goals: a study of Norwegian teachers

Cited by 10 publications

References 15 publications

Norwegian university students' views on a career in teaching

Norwegian university students' views on a career in teaching

Professional Development and Student Achievement: International Evidence from the TIMSS Data

Organizational learning: teachers’ perceptions of the “ideal student” trait system

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