ERIC Number: ED328748
Record Type: RIE
Publication Date: 1990-Dec-1
Reference Count: N/A
The Teacher Proximity Continuum: A Conceptual Framework for the Analysis of Teacher-Related Phenomena.
Camp, William G.; Heath-Camp, Betty
In conjunction with a national study on the induction process for beginning vocational teachers, researchers developed a general conceptual framework for the classification and analysis of teacher-related phenomena. The framework, called the Teacher Proximity Continuum, has proved useful in analysis of negative influences, positive influences, significant events, and assistance provided to teachers. Based on functional distance from the teacher, the continuum has been used to classify over 5,000 events and influences up to this point and appears to hold great promise for utility in continuing analysis. Two samples of beginning vocational teachers participated in the study, 12 first-year teachers and 13 third-year teachers. Data for the analysis were collected from the teachers for a year using nominal group technique, interviews, and daily logs. A total of 281 NGT problem statements and 1,777 daily log negative influences were identified. The grouping system that emerged was based on the functional proximity to the teacher. Categories or domains of interest were then developed. The Teacher Proximity Continuum consists of eight domains at five levels of functional distance from the teacher. The five distance levels are personal characteristics, professional skills, interpersonal relationships, educational system, and extra system (outside educational system boundaries). The domains are internal, pedagogy, curriculum, program, peer, student, system, and community. The model was valid for the purpose for which it was used, reliable, and inclusive of the events analyzed. (Five references and a figure describing the Teacher Proximity Continuum are included.) (Author/NLA)
Descriptors: Adults, Beginning Teacher Induction, Beginning Teachers, Classification, Educational Practices, Individual Characteristics, Inservice Teacher Education, Interpersonal Relationship, Interviews, Journal Writing, Locus of Control, Nominal Group Technique, Peer Relationship, Professional Development, Program Development, Proximity, Secondary Education, Teacher Influence, Vocational Education Teachers
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the American Vocational Association Convention (Cincinnati, OH, December 1, 1990). For related documents, see ED 303 628, ED 312 501, CE 056 941, and CE 056 944.