Trainee teachers in unpaid teaching posts: volunteering, risk and vulnerability

Thompson, Ron; Russell, Lisa

doi:10.1080/13636820.2017.1322129

Cited by 4 publications

(4 citation statements)

References 29 publications

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“…Popper‐Giveon and Shayshon (2017), Schepens et al (2009), Sparks (2018), Thompson and Russell (2017), Trent (2014), Trent (2015), Woolhouse (2015), Vogt (2002), Yuan and Lee (2016), and Zhu (2017)…”

Section: Overview Of Resultsmentioning

confidence: 99%

“…However, we also found this to be the case in our review of identity, and through Group 6 we were able to explore how change and transition (in their many forms) shape teachers' identities. Themes of change and transition tended to be situated within broader conceptualisations of conflict and tension, including risks and vulnerabilities experienced by individuals (Thompson & Russell, 2017). Therefore, we structured this group through three distinct but related sub‐groups of change (11 items), transition (13 items) and conflict (24 items; Table 3).…”

Section: Overview Of Resultsmentioning

confidence: 99%

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Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

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This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implicationsRationale for this studyIn the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.Why the new findings matterThe findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Implications for educational researchers and educatorsFirstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

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Section: Overview Of Resultsmentioning

confidence: 99%

Section: Overview Of Resultsmentioning

confidence: 99%

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

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“…Onsite training work indirectly on the job is very appropriate for the programs that are required after hours and programs in which the contact should be maintained with a work unit, but OJT will be disturbing or dangerous. Training is also suitable for voluntary programs (Lukuyu, Place, Franzel, & Kiptot, 2012;Thompson & Russell, 2017) after hours and programs that update the competence (Tomozeiu & Kumpulainen, 2016) of employees while still allowing them to perform his normal duties.…”

Section: On-site But Not the Ojtmentioning

confidence: 99%

Educational Model Study to Train and Develop Competitive Workers, Based on Learning Objectives

Darmawi

2019

ASSRJ

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Although training techniques are just right, learning cannot happen if the experience is not arranged properly. So, when drawing up a program of training and development, a very important set of learning stages during a training program or development and to provide the conditions that will sustain the performance in time. The descriptive method is used to search the fact with proper interpretation prior to implementing training programs, responsibility for learning and support the transfer of new behaviors. The content of the training program should be the same as the purpose of the lesson. Some types of learning objectives are the cognitive knowledge, technical skills or interpersonal, effective results, and ethical behavior.

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“…Career volunteering can be a response to the complex social, political or economic situation of a family or state [8]. Volunteering serves as an opportunity to develop your own education and other skills [9]. Discuss the topic of interaction between professional development of trainees and volunteer status, including vulnerability, participation in professional activities and transition to paid employment [7].…”

Section: Introductionmentioning

confidence: 99%

The Willingness to Devote Time to Volunteers Projects in Relation to Volunteers Practice

Zárubová

Švecová

2021

SHS Web of Conf.

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Research background: The article deals with the volunteering. The relationship between school and volunteer orientation is compared among respondents preparing for the future labour market, i.e. high school and university students of various specializations who study in the Czech Republic. Students can be motivated by gaining experience in team cooperation in solving a common goal like one type of the motivator. Are volunteers and potential volunteers willing to devote their time to projects in the same way, whether they have experience with volunteering or not? Purpose of the article: The purpose is to find the connection between the age of the respondents, their experiences with volunteering and the time they are willing to devote to the volunteering. Methods: The method is quantitative study of answers of students from high school and university students. The quantitative study uses Chi square test. The result of quantitative elaboration of the questionnaire survey is the answer to whether there is a connection between the age of the respondents, their experience with volunteering and the time which they are willing to devote to the volunteering. Findings & Value added: The result finds the differences and connections between age of volunteers, their experiences with volunteering and with willingness to be the volunteer for longer or shorter time. The result of the survey brings benefits to managers to recruit volunteers and it cannot be denied that the willingness of volunteers to devote their time to volunteering will change as they gain the experience.

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Trainee teachers in unpaid teaching posts: volunteering, risk and vulnerability

Cited by 4 publications

References 29 publications

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Educational Model Study to Train and Develop Competitive Workers, Based on Learning Objectives

The Willingness to Devote Time to Volunteers Projects in Relation to Volunteers Practice

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