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Descriptors:
Teaching (Occupation); Standardized Tests; Teacher Attitudes; Teacher Motivation; Teacher Behavior; Teacher Student Relationship; Professional Identity; Hermeneutics; Teaching Experience; Role of Education; Educational Philosophy; Equal Education; Career Choice; Teacher Role; Critical Theory; Reflective Teaching

Abstract:
In this study the author explores two educators' understandings about their commitment to the teaching profession. The following question sits at the heart of this investigation: How do two teachers understand the manifestation of commitment within their teaching practices. Hermeneutic inquiry, which quietly situates this work, provides a unique lens to explore the significance of personal and professional experiences, interpret how to make sense of these experiences, and reflect on the meaning of these revelations within the context of one's life narrative. Findings reveal that while both the participant and researcher both have a deep commitment to positively influence the lives of their students, there were major differences in their career pathways and how this commitment emerges in practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Reflective Teaching; Professional Development; Personal Narratives; Experience; Teaching Experience; Teaching (Occupation); Teachers; Reflection; Higher Education; Teaching Skills; Teaching Styles; Teacher Characteristics

Abstract:
This article discusses a process of self-inquiry that took the form of a narrative journey of transformation. The process included reflective practice deepened by focusing on the lived experience of being a teacher, and as the process unfolded I sought to discover more about classroom events as lived experiences for teacher and students. The methodology involved dialogue with self in constructing narratives around the insights gained from written reflections, as well as dialogue with others within an established community of inquiry for guided reflection. Through this process, it was hoped that the insights developed would inform practice and transform experience. The study highlighted some of the emotional aspects of the experiences of teaching and learning, and considered the importance of a teacher focusing on subjective response in order to gain awareness of self in practice. The process also revealed some uncomfortable hidden aspects of experience, an awareness of which was considered important in developing more effective and ethical practice. The study identified the value for teacher and students in gaining an understanding of how individuals within a classroom event interact, and for considering how this might affect learning and teaching. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Teaching (Occupation); Career Development; Teacher Educators; Higher Education; Professional Identity; Educational Environment; School Culture; Differences; Teacher Role; Qualitative Research; Transitional Programs; Program Effectiveness; Validity; Teaching Models; Teacher Education; Credibility; Teaching Experience

Abstract:
This study explores the tensions and challenges experienced by new teacher educators in higher education in England, large numbers of whom are coming directly from posts as schoolteachers. Although traditionally an under-researched group, recent studies have confirmed that this transition from schoolteacher to teacher educator is fraught with difficulty, and that the new professional identity is hard-won. This has been variously linked to the differing demands and culture of the two workplace settings, as well as the shifts in role, some of which are subtle but fundamental in terms of impact. Although, to an extent, the findings of this small-scale qualitative study of a group of recently appointed teacher educators do mirror those of previous studies, they also indicate that there may be an underlying key theme which has received less attention thus far; that is, the development of an understanding of the pedagogy of initial teacher education. The study suggests that new teacher educators may inevitably default to an impoverished pedagogical model in the early stages of their practice, and argues that this is an area which warrants further consideration by the teacher education community as a whole. (Contains 1 note and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teachers; Expectation; Teaching (Occupation); Accountability; Professional Autonomy; Teaching Experience; Teacher Education; Immigration; Cultural Differences; Psychological Patterns; Social Justice; Teacher Role; Literacy; Identification; Faculty Development; Politics of Education; Indigenous Populations; Learner Engagement; Educational Change; Equal Education; Justice; Social Change; Praxis; Professional Continuing Education; Governance; Teacher Characteristics; Teacher Effectiveness; Instructional Innovation; Media Literacy; Effective Schools Research; Educational Research; Instructional Effectiveness; Educational Quality; Teacher Improvement; Educational Improvement; School Effectiveness; Leadership; Networks; Foreign Countries

Abstract:
The International Handbook of Teacher and School Development brings together a collection of research and evidence-based authoritative writings which focus on international teacher and school development. Drawing on research from 18 countries across 7 continents, the 40 chapters are grouped into 10 themes which represent key aspects of teacher and school development: (1) Issues of Professionalism and Performativity; (2) What Being an Effective Teacher Really Means; (3) Reason and Emotion in Teaching; (4) Schools in Different Circumstances; (5) Student Voices in a Global Context; (6) Professional Learning and Development; (7) Innovative Pedagogies; (8) School Effectiveness and Improvement; (9) Successful Schools, Successful Leader; and (10) Professional Communities: their practices, problems & possibilities. Each theme expertly adds to the existing knowledge base about teacher and school development internationally. They are individually important in shaping and understanding an appreciation of the underlying conditions which influence teachers and schools, both positively and negatively, and the possibilities for their further development. This essential handbook will be of interest to teacher educators, researchers in the field of teacher education and policy makers. This book begins with "Connecting Teacher and School Development: Policies, Practices and Possibilities," an introduction by Christopher Day. Theme 1, Issues in Professionalism and Performativity, begins with an introduction by Leslie N. K. Lo and contains the following chapters: (1) Performing to Expectations: Teacher's Dilemma in East Asia and in Chinese Societies (Leslie N. K. Lo, manhong Lai and Shuangye Chen); (2) Performance Cultures of Teaching: Threat or Opportunity? (Judyth Sachs and Nichole Mockler); (3) Teaching as Profession... Are we there yet? (A. Lin Goodwin); and (4) Accountability vs Teacher Autonomy: an Issue of Balance (M. Ben-Peretz). Theme 2, Conjecture and Disjuncture in Teachers' Work Lives, begins with an introduction by Ciaran Sugrue and contains the following chapters: (5) Warehousing the School House: Impact on Teachers' Work and Lives (Sue Lasky); (6) Work and Life of South American Teachers in Their Contexts (Menga Ludke and Luiz Alberto Boing); (7) Teachers' Work and Lives: A European Perspective (Maria A. Flores); and (8) Teachers' Work and Lives in Sub-Saharan Africa: Outsider Perspectives (Ciaran Sugrue and Alicia Fentiman). Theme 3, Reason and Emotion in Teaching, begins with an introduction by Dan Liston and contains the following chapters: (9) Changing the Story: Teacher Education through Re-Authoring their Narratives (Mellony Graven); (10) Growing Immigration and Multiculturalism in Europe: Teachers' Emotions and the Prospects of Social Justice Education (Michalinos Zembylas and Sharon Chubbuck); (11) Presence in Teaching (Carol R. Rodgers and Miriam Raider Roth); and (12) Learning as Devotional Practice: The Role of the Teacher (Ann Game and Andrew Metcalf). Theme 4, Schools in Different Circumstances: Contexts Make a Difference, begins with an introduction by Pat Thomson and contains the following chapters: (13) Collaborative Inquiries into Literacy, Place and Identity in Changing Policy Contexts: Implications for Teacher Development (Barbara Comber and Helen Nixon); (14) Teachers, the Politics of the Governed and Educational Development: Insights from South Africa (Brahm Fleisch); (15) Local Context, Social Relations and School Organisation (Ruth Lipton); and (16) The Politics of Teacher Development for an Indigenous People: Colonising Assumptions within Maori Education in Aotearoa, New Zealand (Martin Thrupp and Carl Mika). Theme 5, Student Voices in a Global Context: Rights, Benefits and Limitations, begins with an introduction by Ruth Leitch and contains the following chapters: (17) Critical Issues and Contexts of Student Voice In the United States (Stephanie Serriere and Dana Mitra); (18) Engaging Students in Research Relationships for School Reform (Bill Atweh, Derek Bland, Kylie Smith and Ash Woodward); (19) Students' Views on Equity and Justice in India's Schools (Anita Rampal); and (20) Agency, Access, Silence and Ethics: How Young People's Voices from Africa can Contribute to Social and Educational Change in Adult-Dominated Societies (Susan Kiragu, Sharlene Swartz, Jeremiah Chikovore, Fibian Lukalo and Georgina Yaa Oduro). Theme 6, Professional Learning and Development, begins with an introduction by Anne Edwards and contains the following chapters: (21) The Praxis of Expansive Learning in Teaching (Wolf-Michael Roth); (22) Policies and Practices for the Continuing Professional Development (CPD) of Teachers in South Africa and Namibia (Kerry Kretchmar, John Nyambe, Maureen Robinson, Melanie Sadek and Ken Zeichner); (23) Continuing Professional Learning in the Asia-Pacific Region: Tensions and Opportunities in Teacher Knowledge and the Governance of Education (Joce Nuttal, Terri Seddon and Hien T. T Phan); and (24) The Professional Development of Teachers: European Perspectives (Anne Edwards and Viv Ellis). Theme 7, Innovative Pedagogies, begins with an introduction by Allan Luke and Annette Woods and contains the following chapters: (25) What Makes Teachers Effective? Profiles of Innovative Classroom Practice (Alison Kington, Christopher Day, Pam Sammons, Elaine Regan, Eleanor Brown and Judyth Gunraj); (26) Weaving As Frontload and Backend Pedagogies: Building Repertoires of Connected Learning (Dennis Kwek); (27) From New Media to Critical Media Literacies: Politics, Practice, and Pedagogy (Korina Jocson and Jeff Share); and (28) Moving with the Times: Pedagogies for Mobile Students (Robyn Henderson and Patrick A Danaher). Theme 8, School Effectiveness and Improvement, begins with an introduction by Tony Townsend and contains the following chapters: (29) School Effectiveness Research, 1932 to Today, Including a Call for Future Research (Sam Stringfield and Charles Teddlie); (30) Using Educational Effectiveness Research to Improve the Quality of Teaching Practice (B.P.M Creemers and Leonidas Kyriakides); (31) Good Schools for Some but why not Better Schools for all? Sub-Saharan Africa in Transition (Tom Bisschoff and Chris Rhodes); and (32) Capital Formation in the Futures Focused School: Indicators of a Breakthrough in School Improvement (B. Caldwell, D. Loader, J. Harris and Y. Zhao). Theme 9, Successful Schools, Successful Leaders, begins with an introduction by Olof Johansson and contains the following chapters: (33) Successful Schools Across North America: Meeting Challenges and Extending Opportunities in Canada and the United States (Paul V. Bredeson, Carolyn J. Kelly and Hans Klar); (34) Successful Schools--A European Perspective (Katerina Norberg); (35) Successful School Leadership in China (Allan Walker and Quian Haian); and (36) Successful Schools, Successful Leaders: The Australian (Case David Gurr). Theme 10, Learning About Professional Communities: Their Practices, Problems & Possibilities, begins with an introduction by Anne Lieberman and contains the following chapters: (37) Learning Communities in Learning Schools: Developing the Social Capacity for Change (Karen Seashore Louis); (38) Deepening Learning in School-to-School Networks(Louise Stoll, Judy Halbert and Linda Kaser); (39) Sustaining Professional Learning Networks--The Australasian Challenge (Susan Groundwater-Smith and Nicole Mockler); and (40) School Networks, Networked Learning and "Network Theory" (Mark Hadfield and Michael Jopling). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Student Relationship; Cognitive Psychology; Educational Practices; Teacher Role; Teaching (Occupation); Educational Sociology; Professional Identity; Resistance to Change; Misconceptions; Teaching Experience; Educational History; Intellectual History; Social Environment; Educational Research

Abstract:
Willard Waller's (1932/1976) classic account of what teaching does to teachers is examined through the lens of psychoanalytic theory in conjunction with Ovid's myth of Narcissus. Parallel themes within the two texts are analyzed and interpreted as suggesting that narcissistic psychological processes played a part in distorting teachers' personalities in the 1930s. Role expectations and tasks associated with being a teacher, it is suggested, reinforced a narcissistic pattern of behavior that influenced identity formation and teacher stereotypes. Transformation is considered in light of contemporary psychoanalytic understandings of narcissistic disturbances and interpretations of the Narcissus myth, recent relevant research in cognitive science, and implications for transforming educational practice. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching (Occupation); Teaching Conditions; Teacher Role; Change Agents; Scores; Rating Scales; Teacher Effectiveness; Teacher Characteristics; Age; Sex; Instructional Program Divisions; Teaching Experience; Expectation; Standardized Tests; Faculty Workload; Teacher Responsibility; Academic Achievement

Abstract:
As a result of the proliferation of standardized testing and academic standards, there are new expectations for teachers and the role(s) they play in improving student learning and achievement (Cochran-Smith & Lytle, 1999; Garet et al., 2001). However, little is known about teachers who initiate positive changes outside of their own classrooms and even less about what they "look like." As such, this study was designed to determine whether there was a relationship between the demographic variables of age, gender, years of teaching experience, grade level taught, and primary teaching responsibility and scores on the Teacher Change Agent Scale (TCAS), its subscales, and individual items. Bivariate correlations and means comparison (ANOVA) were used to analyze the responses of 652 teachers. Results indicate that: a teacher's age is negatively correlated with teacher change agency and membership in a professional community, grade level influences a teacher's overall mean score, and teachers of all ages need support in working effectively with their colleagues. Given that teachers are being charged with making schools "work" for all students, these findings represent a meaningful contribution to the teacher change agency research. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Philosophy; Teacher Empowerment; Justice; Teaching Experience; Role of Education; Drama; Teacher Role; Educational Trends; Freedom; Equal Education

Abstract:
Educationalists are currently engaging with Jacques Ranciere's thought on emancipation and equality. The focus of this paper is on what initiates the process that starts emancipation. With reference to teachers the question is: how do teachers become emancipated? This paper discusses how the teacher's life is made "sensible" and how sense is distributed in her life. Two stories are taken from Ranciere's own work, that of Ingrid Bergman and Joseph Jacotot, that give us an indication of the initiation process of emancipation. Then I will see this in relation to the teacher, Mr Briggs, who is one of the main characters of the play "Our Day Out" (1987) by Willy Russell. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Conferences (Gatherings); Scholarship; Personal Narratives; Teaching Experience; Conference Papers; Teacher Characteristics; Poverty; Teaching (Occupation); Poetry; Intimacy; Reading Habits; Learner Engagement; School Readiness; English Teachers; Teacher Associations

Abstract:
This article presents the author's presidential address, delivered at the NCTE Annual Convention in Chicago, Illinois, on November 20, 2011. The author focuses on the powerful stories that define educators. The author's point is that telling one's story is one of the most important things an educator can do for those he/she teaches as well as for the profession. Through telling one's story, educators inform others about the "ins and outs" of their jobs and what they entail. Teaching is not for the faint of heart. Teaching involves having a heart filled with love and steadfastness in addition to a good dose of believing in the capacity of the students and one's self. By telling one's story, one can change the way others perceive what educators do as well as explain the intricacies of the profession. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Theories; Educational Change; Teachers; Models; Foreign Countries; Ethnography; Interviews; Workshops; Personal Narratives; Outcomes of Education; Educational Improvement; Teaching Methods; Teacher Role; Teaching Experience; Teaching (Occupation)

Abstract:
The authors describe teacher professional identity as lived experience in the context of educational change. Adopting activity theory and its genesis in cultural historical theory (Stetsenko & Arievitch, 2004) as a framework, the article discusses the way teachers see themselves as professionals and how they compose their identities in schools, the educational space, which is their workplace. Activity theory is utilised as the broad theoretical lens and the design type and methodology are discussed accordingly. The school and the classroom are activity systems (Engestrom, 1991), and social and semiotic ecosystems (Lemke, 1995). It is therefore in the tensions within the activity system that we capture and represent a constructed teacher conversation, composed of the voices of three social actors on an imaginary social stage, which is the empirical text of the article. Main findings speak to multiple roles, struggling voice and forging professional identity in the changing educational landscape. (Contains 2 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Elementary School Students; Rural Schools; Geographic Isolation; Poverty; Educational Quality; Values; Academic Persistence; School Holding Power; Dropout Rate; Dropouts; Economically Disadvantaged; Ethnography; Rural Areas; Geographic Location; Developing Nations; Educational Environment; Educational Development; Role of Education; Educational Policy; Policy Analysis; Economic Development; Economic Change

Abstract:
In this paper we consider why students in poor and rural regions of China are dropping out of school in numbers that may be greater than official statistics admit. With questions about education quality among the most intractable in Education for All initiatives across the developing world, we sketch a portrait of education in a remote mountain village community as it might be painted from the perspective of a primary school dropout: a portrait in which education quality is well in the shadows. We indicate the limits of the view that commonly relates the phenomenon of school dropout primarily with poverty, a lack of school resources and inequities in resource distribution, suggesting that the picture is more nuanced and subtly shaded at local levels. Our research indicates that the education system in the radically transitional society that China is today brings with it values that clash with those of its citizens, particularly those who are marginalized and cannot easily adjust, perhaps because of their disadvantaged socio-economic, cultural and geographic location. In an ethnographic study in a poor, rural area in Yunnan province, we found significant disjunctions in values: between those of the school system and those of parents with regard to the aims and purposes of education; between those of the curriculum and those of teachers with regard to their role in the classroom vis-a-vis knowledge as represented in textbooks; between those of government education policy and the concerns of the remote rural poor with regard to resource distribution; and between those of a newly market-oriented society and educational ideals about teachers' and students' abilities. We also offer some insight into the scale and complexity of the problems associated with a lack of education quality and students' dropping out of school as a consequence, which cannot be revealed by the official 1% dropout rate. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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