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Descriptors:
Teacher Motivation; English (Second Language); Second Language Learning; Language Teachers; Self Concept; Foreign Countries; Beginning Teachers; Reflection; Secondary School Teachers; Second Language Instruction; Interviews

Abstract:
This study employed possible selves theory (Markus & Nurius, 1986) to conduct an interpretive inquiry into the teaching motivation of four novice secondary school EFL teachers in Japan. The narrative analysis of the interview data revealed that the conflicts between the young teachers' different possible selves negatively affected their motivation in their early days of teaching. However, such conflicts gradually induced self-reflection in the minds of the novices, which eventually helped them reshape their self-concepts and regain their motivation. The author concludes by suggesting to related parties some measures to assist novice teachers' entry into secondary school teaching. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Video Technology; Mathematics Teachers; Protocol Materials; Grade 8; Teacher Motivation; Inservice Teacher Education; Teacher Attitudes; Observation

Abstract:
Despite the widespread use of classroom videos in teacher professional development, little is known about the specific effects of various types of videos on teachers' cognitive, emotional, and motivational processes. This study investigates the processes experienced by 10 eighth-grade mathematics teachers while they analyzed videos of their own or other teachers' classroom instruction. Findings indicate that teachers viewing videos of other teachers are more deeply engaged in analysis of problematic events. Counterintuitively, observing videos of others corresponds to higher emotional-motivational involvement. Results support the conclusion that observing one's own videos requires more prearrangement and scaffolding than observing others' videos. (Contains 1 figure and 6 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:
Statistical Analysis; Foreign Countries; Usability; Social Influences; Geographic Information Systems; Geography Instruction; Knowledge Level; Secondary School Teachers; Teacher Motivation; Questionnaires; Teacher Attitudes; Models; High Schools

Abstract:
This article explores the adoption of geographic information system (GIS) knowledge and skills through in-service training for high school geography teachers in Taiwan. Through statistical analysis of primary data collected from a census of Taiwan's high school geography teachers, it explores what motivates these teachers to undertake GIS training. The design of the questionnaire was largely inspired by the technology acceptance model (TAM) and the social influence model (SIM). The former model postulates the influence of perceived usefulness (PU) and perceived ease of use (PEOU) of GIS on teachers' actual adoption of the technology. The latter, in contrast, postulates that teachers' usage of GIS is affected by their peers and their schools. Statistical findings indicate that PU and school support are important factors influencing teachers' adoption of GIS in Taiwan. (Contains 8 tables and 4 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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Acoustics; Foreign Countries; Job Satisfaction; Classroom Environment; Well Being; Teaching Conditions; Fatigue (Biology); Teacher Attitudes; Teacher Motivation

Abstract:
Beyond noise annoyance and voice problems, little is known about the effects that noise and poor classroom acoustics have on teachers' health and well-being. The aim of this field study was therefore to investigate the effects of perceived noise exposure and classroom reverberation on measures of well-being. Data on self-reported noise exposure, job satisfaction, fatigue after work, and interest in leaving the job were obtained from 283 teachers at 10 schools in Copenhagen, Denmark. In addition, the schools' acoustical working environment was classified as "low reverberation time (RT)" (3 schools, RT = 0.41-0.47 s), "medium RT" (3 schools, RT = 0.50-0.53 s), or "high RT" (4 schools, RT = 0.59-0.73 s). Significant associations were found between high RT and noise exposure, and, respectively, low job satisfaction, lack of energy after work, and interest in leaving the job. Noise exposure was also associated with lack of motivation and sleepiness. The results demonstrate the importance of good classroom acoustic conditions for teachers' well-being. (Contains 3 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:
Art Teachers; Artists; Studio Art; Teaching Methods; Paper (Material); Art Materials; Art Expression; Instructional Effectiveness; Teacher Motivation

Abstract:
Teaching artists often find themselves working in schools and communities that are new to them, whether these are situations close to home or farther afield. This issue of Four Questions highlights teaching artists who travel extensively as part of their teaching and artistic practices and bring their expertise, energy, and creativity to communities and schools around the United States and abroad. While these teaching artists focus on local and personal issues wherever they are, process becomes paramount as they use materials for the expression of these ideas and experiences. Margaret Mahan and Drew Mattot of Peace Paper use explicit processes of hand papermaking and bookmaking as a means to draw out and "process" individuals' memory, experiences, and personal narratives. This making-centered approach to teaching gives students freedom to experiment within the process, and thereby creates a safe space for self-expression. Faith Purvey takes a different approach that uses materials at hand as a means to highlight issues, concerns, and changes within communities. She looks around and asks what needs to be addressed and how it can be explored through materials, and she leads projects in which she works with students as fellow artists and co-creators. The teaching of all of these artists puts materials and process at the forefront and uses established and creative ways of making to address complex and sometimes difficult social and personal issues. These artists take this method of working with them as they travel widely and as their workshops and projects give light and energy to ideas and issues that would otherwise likely not reach a wider audience. (Contains 8 images.) 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:
Video Games; Educational Games; Computer Uses in Education; Mixed Methods Research; Online Surveys; Teacher Surveys; Teacher Effectiveness; Educational Technology; Teaching Methods; Statistical Analysis; Web Sites; Electronic Publishing; Science Teachers; Academic Standards; Pedagogical Content Knowledge; Self Efficacy; Inservice Teacher Education; Secondary School Teachers; Teacher Developed Materials; Teacher Attitudes; Teacher Motivation; Science Instruction; Instructional Design; Computer Literacy; Instructional Effectiveness; Qualitative Research; STEM Education

Abstract:
Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher's attitudes and efficacy where impacted while designing science-based video games. The study's mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices. 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:
College Faculty; Foreign Countries; Futures (of Society); Teacher Attitudes; Values; Career Change; Faculty Mobility; Surveys; Teacher Motivation; Teacher Role

Abstract:
The Australian academic profession is more differentiated than is acknowledged in national and institutional policies and academic roles are more diverse than many academics themselves may recognise. However, the evolution of the nature and purposes of the profession and its implicit diversification have been incremental and largely unplanned. A consequence of this piecemeal approach is the attitudes and pressures on academic staff uncovered by this study, including a widespread intent to leave the Australian higher education sector for other work, or work in overseas universities. The study is based on a large-scale survey of over 5,500 academics across 19 Australian universities, and explores the attitudes, motivators and career plans of the present academic workforce in Australia. 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:
Beginning Teachers; English Instruction; Language Arts; Teacher Effectiveness; Individual Characteristics; Teacher Characteristics; Pedagogical Content Knowledge; Interviews; Case Studies; Influences; Teacher Motivation; Teacher Persistence; Teaching Conditions; Quality of Working Life; Mentors

Abstract:
This study sought to discover the crucial elements that make beginning teachers effective and lead to their retention in the field. While previous studies have approached these questions by gathering statistics, we pursued a case study approach based on open-ended, in-depth interviews of new teachers (1-5 years of experience) identified as effective English language arts K-8 instructors. We found some results to corroborate previous studies and some additional and surprising insights that have been overlooked. The most important contribution of our study is the addition of teacher's voices; sometimes poignant or uncertain but always enthusiastic, these voices give substance to theoretical concepts of effective 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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Descriptors:
Learner Engagement; Self Efficacy; Vocational Education; Foreign Countries; Teacher Behavior; Teacher Attitudes; Outcomes of Education; Teacher Motivation; Interpersonal Competence; Surveys; Self Evaluation (Individuals); Teacher Effectiveness; Pedagogical Content Knowledge

Abstract:
Student engagement is an important condition for positive outcomes at school. This study examined whether teachers' motives for being a teacher, their ratings of the relative importance of different teacher competences, their self-efficacy for teaching, and ratings of their own interpersonal teacher behavior could predict teacher perceptions of student engagement. Relations between perceived student engagement and teacher beliefs were explored using data from a survey of 195 teachers in prevocational and vocational education in the Netherlands. Teachers rating themselves higher on dimensions of interpersonal teacher behavior, importance of didactic and pedagogical competence, and self-efficacy perceived their students as more engaged. (Contains 5 tables and 1 figure.) 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 Motivation; Information Technology; Teaching Methods; Foreign Countries; Geography Instruction; Geographic Information Systems; Secondary Education; Vocational Education; Secondary School Students; Map Skills; Problem Based Learning

Abstract:
This study investigates the application of new educational technologies in geography classes. The research involved 126 students from vocational secondary schools in Serbia taking geography as a compulsory subject. We developed and applied a questionnaire for this research. The results indicate that out of several ICTs available, the majority of students are familiar with the GIS, but only one third can be said to have theoretical knowledge and practical skills for its effective implementation. Students who use the GIS stated that it is a useful tool that contributes greatly to the development of cartographic skills, which is a major advantage given the problem-oriented learning approach, and that it is highly interactive, systematic and precise. These findings suggest that GIS and other ICTs are still not fully used and that teacher presentation remains the dominant method, which includes less innovative didactic aids. The importance of the application of the GIS in teaching and suggestions for enhancing teacher motivation to apply this technology are discussed in the conclusion. (Contains 4 tables and 1 endnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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