What is ‘good’ teaching? Teacher beliefs and practices about their teaching

Devine, Dympna; Fahie, Declan; McGillicuddy, Deirdre

doi:10.1080/03323315.2013.773228

Cited by 126 publications

(59 citation statements)

References 26 publications

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“…In addition, and echoing Lance et al, (2010), in order to pass as heterosexual, many of the teachers were reluctant to engage with any issue to do with sexuality in their respective classrooms. Nonetheless, their disinclination fostered a degree of tension between the professional obligations as good/authentic teachers (Devine et al, 2013) and their need to protect their privacy.…”

Section: Discussionmentioning

confidence: 99%

“…By so doing, those in power attempt to regulate, and ultimately eradicate (through punitive sanction), behaviour which they see as abnormal and, in so doing, maintain a docile and compliant society. For LGB teachers working in Irish faith-schools, dominant discourses which inform and shape our understanding of what it means to be a (good/suitable) teacher (Devine et al, 2013) were reinforced by Section 37(1), which communicated clearly that public/overt adherence to the denominational values and mores of the school's patron body were a legitimate condition of entry to, and continuance in, the teaching profession.…”

Section: The Performance Of Powermentioning

confidence: 99%

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‘Spectacularly exposed and vulnerable’ – how Irish equality legislation subverted the personal and professional security of lesbian, gay and bisexual teachers

Fahie

2016

Sexualities

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International studies have consistently highlighted the challenges experienced by Lesbian, Gay and Bisexual (LGB) teachers from around the world as they negotiate their personal and professional identities within the context of an oftenhostile work environment, In Ireland, the education system remains heavily influenced by denominational mores, particularly those of the Roman Catholic Church. Unsurprisingly, with the declaration by the Roman Catholic Church that homosexuality was 'intrinsically disordered' (Catechism of the Roman Catholic Church, 2003), LGB teachers' professional identity is often (in)formed by fear as well as perceived, or actual, harassment, bullying and overt discrimination. This study represents the first in-depth examination of the apparent contradiction between EU law (Employment Equality Directive -2000/78/EC) and the derogation afforded organizations with denominational ethos in Irish equality legislation which explicitly permitted discrimination in order to protect that ethos from being 'undermined' (Section 37(1), Employment Equality Acts, 1998-2011). Drawing on semi-structured, in-depth interviews with twenty-three, LGB Irish primary school teachers, the research reveals the tensions which exist between the competing (and legitimate) rights of faith organizations to protect their values against those of LGB workers 'to working conditions which respect his or her health, safety and dignity' (Article 31, EU Charter of Fundamental Rights).. Keywords

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Section: Discussionmentioning

confidence: 99%

Section: The Performance Of Powermentioning

confidence: 99%

‘Spectacularly exposed and vulnerable’ – how Irish equality legislation subverted the personal and professional security of lesbian, gay and bisexual teachers

Fahie

2016

Sexualities

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“…On the one hand it seems reasonable for teachers who became parents to understand more easily how parents feel, what they need, how many restrictions they face regarding their expectations, how many failures and disappointments they have experienced, how tired they are, how vulnerable they are as regards their children. At the same time, it is easier for them to 'see' in their students' faces their own children, and thus to loosen their demands, to pass over incidents of misbehaviour, to support students' various weaknesses (Devine et al, 2013;Hargreaves, 2000). The results of the present research also showed that for the majority of the teachers their effort to address effectively the increasing professional demands during parenthood forces them to develop flexible, alternative 'self-survival' strategies (regarding effective management of time, of physical strength, of mental and emotional stimuli and experiences, and of student and family children needs and demands) (Sutton et al, 2009) that in the long-run make them better (though not less tired) professionals and parents as well (Opdenakker &.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

When Teachers Become Parents: Parenthood Influence on Greek Teachers’ Professional Lives

Koutrouba¹,

Kalantzaki²,

Christopoulos³

2016

Eur. j. soc. sci. educ. res.

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The present study examines 30 Greek teachers' views about changes that took place after they became parents regarding teaching and learning, communication and cooperation with students and parents, and attitudes towards teacher profession. The data were collected through semi-structured face to face in-depth interviews, based on 25 close-and open-ended questions, and classified into categories using content analysis. The research indicates, inter alia, that parenthood had a major impact on teachers' empathy, on attitudes towards low-achievers, and on the implemented teaching procedures per se. It also shows that teachers who became parents tend to improve their communication with their students' parents, to be more tolerant of criticism, and to be more patient and supportive as regards students' academic and socio-affective achievements. Regarding athome planning and preparation, and physical, mental and emotional fatigue of teachers during parenthood, the present study reveals developing burning-out symptoms, which are, however, counterbalanced by strong feelings of rewarding love and acceptance displayed by their students. It finally shows that parenthood does not subjugate the professional aspirations of vivid, ambitious teachers, although female teachers who became parents are expected to face more obstacles than their male colleagues during their professional and family life, especially if they hold a position in school administration, lack the provision of at-home help or have family children who display learning or other physical disabilities or misbehavior problems.

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“…Además, sirve como proceso de ayuda para profesores noveles, poniendo el énfasis en la autorreflexión para enseñar a otros (Ward y Mc--Cotter, 2004), el desarrollo de las posturas más críticas hacia la enseñanza (Bailey, 2006), reexaminar supuestos aceptados sobre la profesión (Richards y Lockhart, 1996), buscar prácticas más eficaces (Gun, 2011) y renovar su compromiso con el trabajo (Louis, Marks y Kruse, 1996). Es importante el dominio de la eficacia docente identificando aquellas dimensiones que pueden influir en la propia práctica, a pesar de la relevancia de este tema, estudios recientes han demostrado diversas limitaciones y la necesidad de realizar más investigaciones en este ámbito (Devine, Fahie, y McGillicuddy, 2013;Liu, Keeley, y Buskist, 2015;Meng et al, 2015). En suma, la autorreflexión es una potente herramienta para la preparación de los maestros debido a su impacto en tantas facetas de la profesión (Ramos, 2012).…”

Section: Introductionunclassified

La autorreflexión inicial: una estrategia para la mejora de la práctica docente

Garrido¹,

Vélez²

2018

reifop

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ResumenEste artículo presenta un estudio cuyo objetivo principal es conocer las reflexiones del alumnado al inicio del curso para mejorar la práctica docente del profesorado universitario a través de la autorreflexión inicial. El cuestionario se convierte en un documento de autorreflexión inicial explorando las valoraciones que los estudiantes hacen al respecto. Para ello, se aplica un cuestionario de preguntas abiertas a los estudiantes de la asignatura de Métodos de Investigación y Diagnóstico en Educación Social, en el que se reflexiona sobre los siguientes aspectos: situación inicial, punto de partida, ideas previas a la realización del curso; reflexión sobre el proceso de trabajo; reflexiones sobre la actitud del profesorado y otras sugerencias. Para el tratamiento de los datos se hace un análisis cualitativo, organizando la información obtenida en las distintas categorías establecidas. De las aportaciones obtenidas en cada uno de los apartados se seleccionarán los elementos comunes expresándolos con una frase e incluyendo entre paréntesis el número de veces que se repite. En la valoración de los objetivos se sumarán los valores obtenidos por cada uno de ellos. Los resultados revelan la autorreflexión inicial como una útil herramienta, para el profesorado, que puede ser tenida en cuenta para el diseño de las clases. Palabras claveAutorreflexión inicial; formación del profesorado; práctica docente; enseñanza universitaria.

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What is ‘good’ teaching? Teacher beliefs and practices about their teaching

Cited by 126 publications

References 26 publications

‘Spectacularly exposed and vulnerable’ – how Irish equality legislation subverted the personal and professional security of lesbian, gay and bisexual teachers

‘Spectacularly exposed and vulnerable’ – how Irish equality legislation subverted the personal and professional security of lesbian, gay and bisexual teachers

When Teachers Become Parents: Parenthood Influence on Greek Teachers’ Professional Lives

La autorreflexión inicial: una estrategia para la mejora de la práctica docente

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