ERIC Number: EJ1038414
Record Type: Journal
Publication Date: 2014
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0267-1522
EISSN: N/A
Teachers' Constructs of Effective Classroom Practice: Variations across Career Phases
Kington, Alison; Reed, Nick; Sammons, Pam
Research Papers in Education, v29 n5 p534-556 2014
This paper outlines a theoretical framework which offers an explanation of the complexity of how teachers define their effectiveness in relation to their classroom practice. The research from which this framework emerged was a two-year, mixed method study of 81 primary and secondary school teachers. The use of repertory grid interviews combined with a number of other methods is unique in a study of teachers' practice and, from the elicited constructs, seven key themes emerged. These themes, analysed in relation to three broad career phases, indicate a number of issues important for teachers as they transfer from early- to late-career.
Descriptors: Foreign Countries, Teacher Effectiveness, Educational Practices, Longitudinal Studies, Elementary School Teachers, Secondary School Teachers, Mixed Methods Research, Interviews, Teaching (Occupation), Career Development, Psychology, Research Methodology, Correlation, Teacher Student Relationship, Positive Reinforcement, Feedback (Response), Teacher Expectations of Students, Creativity, Teacher Motivation, Job Satisfaction, Self Efficacy, Well Being
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A