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1
Mullins, Arthur Wiley. „The relationship between desirable teacher competencies and years of trade experience, years of teaching experience, and teacher training of trade and industrial teachers in Virginia“. Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-05042006-164531/.
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2
Zeelie, Shani Antoinette. „Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80428.
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This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy
2016 learner achievement data, aimed to examine the relationship between teacher
profiles in terms of teachers’ age, years of experience and formal qualification,
teachers’ participation in formal and informal professional development activities and
South African Grade 4 learners’ reading literacy achievement when controlling for the
socio-economic status of the learners. To accommodate all the variables used in the
study, a new conceptual framework was developed.
This study was initiated as a result of the PIRLS Literacy 2016 results which revealed
that South African Grade 4 learners achieved the lowest reading literacy scores out of
the 6 participating countries. This study is a secondary analysis utilising standard
multiple regression analysis of the PIRLS Literacy 2016 achievement data and the
contextual data from the teacher and school questionnaires.
The study’s results revealed that there is no statistically significant relationship
between South African teachers’ participation in either formal or informal professional
development and learners’ reading literacy achievement. Based on the literature
however, the emphasis was placed on the educational significance of teachers’
participation in effective professional development activities.Dissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted
3
Beers, Jeffry Childs. „Teacher Stress and Coping: Does the Process Differ According to Years of Teaching Experience?“ PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/809.
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Teaching is stressful. The demands placed on teachers can result in emotional exhaustion and burnout, causing many to leave the profession. Teachers early in their careers seem to be at special risk, with desistence rates estimated as high as 40% in the first five years. This study was based on the notion that constructive coping can be a resource for teachers, and that teachers later in their professional lives may provide a model for adaptive ways of dealing with professional demands. The goal of the study was to examine whether the coping process utilized by teachers (including reported demands, appraisals, ways of coping, resolutions, and post-coping assessment) differed at different stages of their career. Participants (n = 57) were teachers (90% female) ranging in age from 28-63, teaching in grades 4 to 12. The current study utilized a portion of the baseline open-ended interview of a randomized waitlist control study conducted to explore the effects of a mindfulness-based program. After coding the interview data for each step of the coping process, frequency analyses revealed that: (1) as in previous studies, the most frequently reported demands were problems with students (40%), followed by workload (18%) and parents (15%); (2) the most frequently reported appraisal was extreme negative emotion (44%); (3) the most frequently reported ways of coping were adaptive, including problem-solving (65%), support seeking (35%), and self regulation (22%); (4) the most frequently reported resolution of the stressful episode was successful (51%); and (5) with regards to post coping assessment, teachers most frequently reported that they would do something differently in future episodes if they could (54%). A series of Chi-square analyses to explore whether there is an association between how the teachers responded to questions corresponding to each step revealed that (1) teachers who reported parents as a demand in teaching were more likely to report extreme negative emotion and the use of self-regulation, which was associated with a successful resolution; (2) teachers who reported the administration as a demand were also more likely to use support seeking as a way of coping; and (3) teachers who reported using more maladaptive ways of coping were also more likely to report an unsuccessful resolution. Finally, pairwise comparisons to determine which groups of teachers differed from each other showed that, in keeping with expectations, early career teachers reported "no negative emotion" less and "extreme negative emotion" more than other groups, while late career teachers mentioned "no negative emotion" more. In terms of demands, early career teachers mentioned the environment less whereas late career teachers mentioned parents less and students more often. In terms of coping, late career teachers reported using self-regulation less and cognitive accommodation more than the other groups. Finally, early career teachers were more likely to say that they would try different effective strategies in future coping episodes while late career teachers were less likely to report that they would do so. Applications of these findings are discussed for process-oriented theories of teacher stress and coping, for future studies examining how coping develops over the course of a professional career, and for preservice training and school-based interventions designed to promote adaptive coping for teachers at every phase of their profession.
4
Shane, Julie. „The Efficacy of Effort: Differences in Teachers' Sense of Efficacy Based on Type of Teacher Training and Number of Years of Experience“. Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3739.
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Current federal reforms require a highly-qualified teacher in every classroom to promote higher levels of student performance. In an attempt to provide a sufficient and sustainable number of highly qualified teachers in the workforce, alternative certification training programs have come alongside traditional college of education training programs. Proponents of alternative certification programs contend the process of on-the-job training will potentially address the problem of teacher shortages. However, opponents see these programs as an inadequate training process with future ramification for both teachers and students. As more and more classroom teachers are choosing alternative certification routes, there is growing uncertainty as to whether or not this is an effective way to train teachers. There is a substantial body of research that indicates a teacher's self efficacy beliefs can be an indicator of his or her performance in the classroom. Evidence demonstrates a relationship between teachers' beliefs about their personal ability to affect students' achievement and the outcomes of both the teachers' and the students' efforts (Tschannen-Moran & Woolfolk Hoy, 2007). By identifying strengths and weaknesses in self-efficacy beliefs, it is possible to provide interventions such as professional development or peer mentoring to increase an individual's sense of efficacy, which could then improve his or her teaching performance, and ultimately improve student achievement. The purpose of this research study was to identify and describe the differences between (1) the self-efficacy beliefs of teachers from traditional college of education programs and from alternative certification programs in order to identify patterns or correlations between type of training and teachers' sense of efficacy, and (2) the self efficacy beliefs of novice, experienced, and expert teachers in order to determine patterns or correlations between years of experience and teachers' sense of efficacy. This research study investigated the self-efficacy beliefs of 125 high school teachers in Brevard County, Florida, with either college of education training or alternative certification training and with either novice, experienced, or expert classroom teaching experience. The first part of the study analyzed teachers' responses to the 24 items on Tschannen-Moran and Woolfolk Hoy's Teachers' Sense of Efficacy Scale; the second part analyzed 6 researcher-designed items referring to teacher training programs and personal classroom experience. The three subscales that directed the items on the questionnaire were Efficacy for Student Engagement, Efficacy for Instructional Strategies, and Efficacy for Classroom Management. Factor analyses indicated 21 of the 24 items from the current research study loaded on the same three factors identified on the Teachers' Sense of Efficacy Scale. The 6 items created specifically for this study loaded into two factors identified appropriately as training program and classroom experience. A reliability analysis resulted in a total alpha coefficient of .9271 for the 24 items on the Teachers' Sense of Efficacy Scale for the 125 participants in the current research study which is consistent with an alpha of .94 in previous studies using the same scale. A total alpha coefficient of .6973 was determined for the 6 researcher-designed items. Findings from the t-tests and ANOVAs indicated that there was no relationship between self-efficacy beliefs of college of education trained teachers and alternative certification trained teachers; few relationships between novice, experienced, and expert teachers; and few interaction effects between type of teacher training and number of years of classroom experience. While the results of the study did not reveal statistically significant differences in the teacher groups, the teachers' responses and comments indicated personal classroom experiences created higher levels of self-efficacy than teacher training programs. Contrary to the researcher's expectations and conventional wisdom, both alternative certification teachers and novice teachers perceived themselves to be efficacious in the classroom. One possible explanation for the failure to reach statistically significant differences in the type of training and years of experience variables is that there simply are not distinct differences. Generally teachers with alternative certification training are immersed in programs that provide on-the-job training and support from a mentor, and as experts in their field of study, they exhibit self-assurance in their classroom behaviors. Commonly novices enter teaching with high expectations and they bring innovative practices and a fresh outlook to the classroom. Another possible explanation for the failure to reach statistically significant differences is the over-representation of some groups which could possibly have skewed the results. From the group of 125 participants, 86 teachers had college of education training while only 39 had alternative certification training. There were 79 expert teachers with ten or more years of experience, 35 experienced teachers with four to nine years, and only 11 novice teachers with three or less years. While the results of the research study did not offer statistically significant differences in the groups of teachers, there is much practical significance to be gained for district and school-level personnel in planning professional development opportunities. By identifying the strengths and weaknesses in teachers' self-efficacy beliefs, professional development and peer support can be provided to address the unique needs of each teacher group. Recommendations were made for a synthesis of current practices from both college of education programs and alternative certification programs: a series of half-day internship experiences with relevant content coursework could be combined with on-the-job experience and mentoring support based on current alternative certification programs. This research study lacks generalizability, so further research should include middle school and elementary teachers, and teachers from other counties and states. Because teachers' self-efficacy beliefs are personal and not necessarily reflective of actual practice, an investigation of the relationship between perceived self-efficacy beliefs and observed classroom effectiveness should be investigated.Ed.D.
Department of Educational and Human Sciences
Education
Education EdD
5
Short, Barbara J. Fisher Robert L. „How do beliefs and other factors such as prior experience influence the decision-making of new teachers during their first year teaching experience?“ Normal, Ill. : Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3115180.
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Thesis (Ed. D.)--Illinois State University, 2003.Title from title page screen, viewed Dec. 16, 2004. Dissertation Committee: Dissertation Committee: Robert L. Fisher (chair), Deborah J. Curtis, William J.F. Hunter, Darryl A. Pifer. Includes bibliographical references (leaves 258-266) and abstract. Also available in print.
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Chantrey, Wood Karen. „Hearing voices : the early years practitioner's tale; an investigation into the experience of early years practitioners entering initial teacher education“. Thesis, Nottingham Trent University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393592.
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Tweed, Stephanie R. „Factors that Influence the Implementation of New Technologies in the Classroom: A Look at Teacher Age, Years of Experience, Quality Professional Development & Self-Efficacy“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3047.
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Williams, Anita J. „From Pre-Service to Practice: Exploring Self-Efficacy Development Among Teachers During Their First-Year Teaching Experience“. University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397733864.
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Prescott, Kara L. „The relationship between teacher leadership style and years of experience, certification type and self-efficacy“. Thesis, Dallas Baptist University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110800.
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The purpose of this study was to research the gap between teachers and leadership. There is a disconnection in addressing characteristics that are represented by the transformational, transactional, or laissez-faire teacher leaders. This study was focused on teachers and the type of leadership they are more inclined to display (transformational, transactional, or laissez-faire) in the classroom. The types of leadership were correlated with certification type, years of experience, and self-efficacy (personal and teaching). The 241 participants in the study were from two academically successful school districts in Texas as determined by the Academic Excellence Indicator System. The findings of the study did not produce statistically significant results between teacher leadership type and certification type nor years of experience. Leadership type and teacher and personal self-efficacy, demonstrated statistical significance. Recommendations for future study are made.
Keywords: teachers, leadership, transformational, transactional, laissez-faire, certification type, years of experience, self-efficacy.
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Thornton, David. „Experience of the Neophyte Science Teachers: Through Their Eyes“. Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6964.
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A variety of lenses were used to examine the world of the novice science teacher. A degree of agency was provided by looking through the eyes of the beginning teacher. Previous studies focused on researcher or program’s orientation, the successes of various educator preparation programs, or were limited in scope to elementary teachers of science. This study was conducted to better understand and appreciate the high school novice science teacher’s view of science, teaching, and teaching science in the today’s contextual setting. Experiences encountered during the initial year of teaching high school science and as perceived by teachers without previous professional teaching experience presents are presented. A multiple case study was built around four individual novice cases from one of the largest school districts in the state of Florida. Of the four cases, three participants were rehired for the following year. The fourth left teaching after nine weeks. The research questions are: How do today’s novice science teachers describe their first year’s teaching experiences? How do novice teacher’s feelings about being science teachers change during their first year of teaching? How do beginning science teachers describe their successes? And, what challenges do today’s beginning science teachers face? These research questions were asked to relate the novice experiences and perceptions associated with the initial year of teaching high school science. Emergent themes included concerns for questionable ethical administrative actions and poor administrative decisions as they are perceived by the novice science teacher. Findings of the multiple case study relate experiences perceived as positive, bureaucratic, involving student and parent apathy, local administration, and missed communications. Beliefs changed about student needs, mandated science exams, district micromanagement, confidence, and unique personal changes. Descriptions provided of success involved mentoring, students, lesson planning, confidence, and retention. Perceived challenges were parent and student apathy, mandated science exam validity, student needs, micromanagement of science lessons, discipline, abandonment, and development. The researcher was employed as a science teacher in the same district as the participants, but at a separate high school.
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Amparo, Robin F. „Gaining Insight into Teaching: A Phenomenological Exploration of the Lived Experience of the Teachers of the Year“. FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/871.
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What qualities, skills, and knowledge produce quality teachers? Many stake-holders in education argue that teacher quality should be measured by student achievement. This qualitative study shows that good teachers are multi-dimensional; their effectiveness cannot be represented by students’ test scores alone.
The purpose of this phenomenological study was to gain a deeper understanding of quality in teaching by examining the lived experiences of 10 winners or finalists of the Teacher of the Year (ToY) Award. Phenomenology describes individuals’ daily experiences of phenomena, examines how these experiences are structured, and focuses analysis on the perspectives of the persons having the experience (Moustakas, 1994). This inquiry asked two questions: (a) How is teaching experienced by recognized as outstanding Teachers of the Year? and (b) How do ToYs feelings and perceptions about being good teachers provide insight, if any, about concepts such as pedagogical tact, teacher selfhood, and professional dispositions?
Ten participants formed the purposive sample; the major data collection tool was semi-structured interviews (Patton, 1990; Seidman, 2006). Sixty to 90-minute interviews were conducted with each participant. Data also included the participants’ ToY application essays. Data analysis included a three-phase process: description, reduction, interpretation.
Findings revealed that the ToYs are dedicated, hard-working individuals. They exhibit behaviors, such as working beyond the school day, engaging in lifelong learning, and assisting colleagues to improve their practice. Working as teachers is their life’s compass, guiding and wrapping them into meaningful and purposeful lives. Pedagogical tact, teacher selfhood, and professional dispositions were shown to be relevant, offering important insights into good teaching. Results indicate that for these ToYs, good teaching is experienced by getting through to students using effective and moral means; they are emotionally open, have a sense of the sacred, and they operate from a sense of intentionality. The essence of the ToYs teaching experience was their being properly engaged in their craft, embodying logical, psychological, and moral realms.
Findings challenge current teacher effectiveness process-product orthodoxy which makes a causal connection between effective teaching and student test scores, and which assumes that effective teaching arises solely from and because of the actions of the teacher.
12
Seward, Deborah. „How do student teachers experience the development of teacher identity during a three-year professional education degree?“ Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/130489/.
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For beginning teachers the development of a professional identity is significant because it influences decision making and impacts on longer term retention in the profession. This longitudinal research project explored the issue of professional identity development by early years' student teachers during their three-year undergraduate degree programme. Whilst it is widely recognised those professionals working with the youngest children in formal education should be highly skilled and educated there is a paucity of research in relation to student teachers training to teach 3 - 5 year olds. It is useful to consider development of teacher identity within the current performative and highly accountable culture of English education. The study tracked the development of a teacher identity for seven undergraduate students using semi structured interviews in each year of study. These took place pre and post practicum and allowed the students an opportunity for reflection on their on-going experiences as a student teacher. The data was analysed using a hybridised thematic approach. Analysis showed that students may experience three forms of identity development: transformation; consolidation; and rejection. Five dimensions reaching across these different forms of identity development were identified as: relationships; agency; boundary crossing; expectations of others; and professional standards. Four areas of particular concern for these students included: affective relational elements; multiple identities; contextually situated negotiation; and external membership requirements. The findings have implications for practice in teacher education programmes including the need to consider developing a pedagogy of becoming a teacher, to support identity development, as an integral aspect of initial teacher education programmes. Recommendations are made for the development of such a pedagogical approach which surfaces: values; beliefs; role models; and student ideas around the teacher they wish to become.
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Ritter, Rhonda LeDoux. „The Relationship of Career and Technical Education Information Technology Teachers' Technology Self-Proficiency to Levels of Technology Integration, Prior Work Experience, Years of Teaching Experience, and Stage of Adoption of Technology“. Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849653/.
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The focus of this study is to determine the relationship between a Career and Technical Education (CTE) Information Technology (IT) teacher's self-assessed level of technology proficiency to the level of technology integration into the classroom, the prior work experience in the information technology field, the years of teaching experience, and the stage of adoption of technology. Participants were CTE IT teachers who were members of an IT teacher listserv that was established by the UNT Grant for Educational Excellence from the Texas Education Agency/CTE and teaching in Grades 9-12 in the state of Texas during the 2015-2016 school year. The study utilized a quantitative survey methodology to gain a perspective on the correlation of the variables. Three validated self-report instruments were administered via an online survey. The three instruments utilized were the Technology Proficiency Self-Assessment for 21st Century Learning, Concerns-Based Adoption Model-Levels of Use (CBAM-LoU), and the Stages of Adoption of Technology.
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Armistead, Josephine Louise. „A study of children's perspectives on the quality of their experiences in early years provision“. Thesis, Northumbria University, 2009. http://nrl.northumbria.ac.uk/2702/.
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This thesis presents a study of three and four year old children attending preschool at a time of rapid expansion of this phase of education. There is strong evidence that the quality of the experience is the determining factor in the long term effectiveness of early years provision. However, quality is a contested concept with a range of viewpoints, defined by different stakeholders including children. The study builds on previous research and aims to clarify children’s perspectives on the quality of their preschool experiences and to consider how their viewpoint might influence policy and practice. The study examines successive policy initiatives in relation to children and families including the development of quality frameworks for early years practice. It considers policies that promote children’s participation based on children’s rights, and related theories of children as social agents, active in their own lives. The study discusses different approaches to quality early years provision, identifying two main positions, ‘insiders’ and ‘outsiders’. The study explores alternative, co-constructed approaches to quality that involve children assessing their learning together with trusted adults, to prepare for future learning. This is a qualitative study using an ethnographic approach. Data were collected employing an adapted version of the Mosaic Approach which combines multiple methods. The study takes a case study approach to present the research stories of six children by detailing their perspectives on quality. These findings are presented as a taxonomy of viewpoints, focussed around a common framework of re-occurring categories. This represents the contribution to knowledge of the study. The taxonomy is presented both in the language of children and that of adults in order to emphasise the extent to which the voice of children is currently absent from discourses on quality. Children’s responses are presented as indicators of quality that could inform day to day practice and policy.
15
Warren, Shannon. „Teaching Experience and How it Relates to Teacher Impressions of Work Intensification“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5593.
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Changes in schools can cause teachers to experience an intensification of work as they strive to meet expectations of students, parents, and administrations. This study includes an examination of factors that may lead to work intensification (WI) for teachers. The study also includes an examination of how years of experience and teacher perceptions of administrative support may moderate the relationship between teachers' impressions of WI and their job satisfaction. Based on equity theory, data were collected using a Likert-type scale survey distributed to 9 public high schools in southern California. A test for correlation was performed followed by a hierarchal ordinal logistic regression analysis to test for significant relationships and strength of those relationships. Findings revealed at a .95 confidence level a significant relationship between factors of WI and teacher impressions of WI in the areas of the addition of more students to the classroom, fear of losing job, changes in curriculum, decreased pay, the addition of students with special needs in to the classroom, and changes in technology use in the classroom. Findings also revealed that the addition of furlough days, fear of losing job, decreased pay, and an increase of students with special needs in the classroom were significantly related to decreased job satisfaction. Findings revealed that perceptions of administrative support moderate the relationship between teacher impressions of WI and job satisfaction. This study allows for better understanding of how years of experience and administrative support may moderate the relationship between factors of WI and teacher job satisfaction so policy-makers may make better-informed choices that support student education.
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Brown, Darlene. „Teacher Perceptions of African-American Principal Leadership“. ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/256.
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This study investigated teachers' perceptions of African- American principals' leadership and the extent to which those perceptions varied according to their race, gender, years of teaching experience, and years working with the principal. The results of this exploratory study are intended to enhance the empirical data reflecting the leadership characteristics of the African-American principal and to contribute to the research on leadership in general. The participants in this study consisted of 32 African-American principals and 164 teachers in schools representing 12 states during the 2004-2005 school year. Each teacher participant completed either an electronic or paper version of the Leadership and Management of Schools Survey Instrument (LMSS) which addressed the leadership and management traits of the principal and the demographic data on the teachers. The findings indicated that African-American principals are perceived as using high levels of transformational and transactional leadership. Additionally, results indicated that race influences the leadership credibility of the African-American principal. There did not appear to be a significant relationship between teachers' perceptions and gender of a teacher, gender of the principal, or both, and no relationship was found between the years of teachers' experience and their perceptions of the African- American principals. However, teachers' perceptions of African- American principals' leadership and management qualities increased positively with the number of years of experience working with the principal. Indications from these findings can be useful to universities, colleges, and school districts in making informed decisions concerning the training, recruitment, and placement of African-American principals.
17
Ng'umbi, Michael Wilfred. „Support and retention of school-based distance learners First year experience of the Licenced Teachers Programme in Tanzania“. Thesis, University of Reading, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518219.
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Lauber, Christine Anne. „The effect of role, age, gender, and years of experience upon the perceived importance of clinical teacher behavior categories in athletic training education“. Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2033.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains viii, 133 p. Vita. Includes abstract. Includes bibliographical references (p. 110-117).
19
Armstrong, Philip D. „New Beginnings: A Phenomenology of the Lived Experiences of Novice Secondary Teachers Who Have Completed the Induction and Mentorship Requirements of Utah's Early Years Enhancement (Eye) Program“. DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/290.
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It is estimated the national teacher shortage will be approximately two million by the year 2010. Thirty to 50% of new teachers leave the profession within the first 5 years. In an effort to improve teacher quality and retain teachers, many states and local school districts have instituted induction and mentoring programs. The state of Utah's Early Years Enhancement (EYE) induction and mentoring program went into effect January 1, 2003. This purpose of this study was to examine how secondary novice teachers experience the mentorship requirement of the EYE program. A phenomenological approach was used to illustrate the lived experience of 19 Utah teachers who completed the mentorship and all other requirements of the EYE program in order to earn their Level 2 License and continue on in the profession.
Some of the themes that emerged from the participant interviews are congruent with the literature in terms of the benefits of a mentorship. A majority of participants reported their mentorship was beneficial because their mentor was a source of advice and information; their mentor was a confidant who also inspired confidence; and they got along with their mentor. Included in the study are unanticipated perceptions regarding the portfolio and the Praxis II requirements of the EYE program, giving a more holistic picture of what participants experienced during the mentor and induction process.
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Lovett, Paul A. „Experiences of selected West Virginia agriculture teachers who have established aquaculture units in their schools and have taught aquaculture classes for two years or more“. Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=918.
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Thesis (M.S.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains iv, 36 p. Vita. Includes abstract. Includes bibliographical references (p. 28-29).
21
Häggblom, Pia. „The impact of Universal Design for Learning in higher education. Experiences of university teachers two or three years after attending a workshop series on UDL“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27318.
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The purpose with this study is to problematize implementation of the concept of universal design for learning (UDL), (Meyer, Rose & Gordon, 2014) in higher education. The study focuses on what university teachers express regarding their experiences of the concept of UDL two or three years after having taken part of a series of workshops to learn UDL. The analysis was done using content analysis (Cohen, Manion & Morrison, 2011) and the theoretical framework of Designs for Learning (DFL) was used in order to highlight the results (Marie Leijon & Lindstrand, 2012; Selander, 2008; Selander & Kress, 2010). The results cannot be generalized but imply that UDL, without any particular adaptation for a Swedish context, is a concept for widening participation. After participating in a workshop series on UDL the concept has had a lasting impact with the respondents. The respondents use all three of the main principles of UDL; provide multiple means for engagement provide multiple means for representation and provide multiple means for action and expression. UDL is indicated to be a concept towards student centered learning and teaching, towards improving student’s possibilities of learning to learn and as a concept for manifesting a mindset for widening participation. UDL is by the respondents in this study also seen as a concept to develop widening participation. They see UDL as a concept for management to strategically implement widening participation. which is missing and asked for by the respondents. The possible drawbacks with the concept is just that, that few use UDL, few know about it and there is no recommendation from management to use UDL. Another drawback is that it takes time implementing UDL, though some respondents point out that it saves time in the end.
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Johnson, Kabrina Rochelle. „Fourth Year Teachers' Perceptions of the Student Teaching Practicum in Abu Dhabi“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1787.
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A local college in Abu Dhabi, United Arab Emirates began a Bachelor of Education program in 2008 to train prospective teachers to deliver a bi-literate education in Arabic and English to students in Abu Dhabi schools. Because there had been no examination of preservice teachers' perceptions of their practicum experience, a project study was designed to analyze the perceptions of a group of preservice teachers regarding the final practicum and whether that experience enhanced their ability to deliver educational practices to better serve students. This phenomenological study was guided by experiential learning theory, as preservice teachers learned from their experiences in a professional setting. The research questions addressed preservice teachers' experiences during the practicum and how those experiences contributed to their professional growth. Individual face-to-face interviews of 8 preservice teachers were the means of data collection. Transcripts of audio recorded interviews were coded to determine themes related to the practicum experience. The data revealed that preservice teachers felt that the practicum allowed them to experience the role of the classroom teacher and its day-to-day challenges. Based on the research findings, a project is proposed to assist preservice teachers in assessing students' needs, identifying instructional classroom practices, and planning lessons. Implementation of the project could lead to positive social change by engaging preservice teachers in professional development centered on professional learning communities. This engagement would encourage collaboration with professionals to develop lesson plans to reach all learners. This project has the potential to contribute to preservice teachers' professional growth, which may lead to continuous learning in their professional learning environment.
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Abusrewel, Fatma. „An investigation of the experiences of newly graduated English Language Teachers (ELT) in their first years in Libyan schools : a case study in post-conflict Tripoli“. Thesis, University of Huddersfield, 2014. http://eprints.hud.ac.uk/id/eprint/24333/.
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This thesis analyzes the experiences, perceptions and views of a group of newly graduated teachers in post-conflict Tripoli, Libya. The focus of the study was on the first year teachers of English as a foreign language EFL and the aim was to gain an insight into those teachers‘ experiences and the contextual factors that shaped them. The present study adopts communities of practice (CoP) as the conceptual framework for exploring the newly graduated teachers‘ experience and perceptions in post-conflict Libya. In particular, the study attempts to identify the elements within CoP: mutual engagement, joint enterprise and shared repertoire to allow me to interpret the data. The data for the study come from three main sources: (a) semi-structured interviews with eleven teachers, (b) two expert teachers, (c) three headteachers, (d) the manager of the Education Development Centre and (e) focus group interviews with three inspection office managers and (f) documentary analysis. The results suggested that the newly graduated teachers‘ experiences in the context of the study are influenced by several factors that interact together to make these experiences unique and a contextually situated phenomenon. These factors are: (a) the conflict, which has diminished the opportunities for integration, learning, and establishing relationships so that any CoP was precluded from existence, b) the social restriction, (c) personal characteristics, (d) the discrepancies between their teacher preparation programmes and the requirements of teaching. Within each of these broad categories, there are also sub-categories such as age barrier, the impact of the conflict which further demonstrates the complexity of this situation and how this shapes the development of teachers. The thesis finishes by recommending that further research is needed conducted to explore the experiences of newly graduated teachers in other parts of the country to obtain a clear picture of this category of teachers. A reform of teacher education programme in this context will contribute to the development of these teachers. Formal training sponsored by the government would be the means through which these teachers can be trained and developed in the absence of any professional communities due to the reasons mentioned earlier.
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Solar, Sekerci Aysegul. „Self-efficacy Levels Of Prep-school Instructors And Its Predictors“. Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613469/index.pdf.
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The present study aimed to investigate teaching self efficacy beliefs of instructors working at university prep-schools and to examine whether years of teaching experience, English competency, self reported proficiency and graduate department predicted instructors&rsquoself efficacy beliefs and their efficacy beliefs in student engagement, instructional strategies and classroom management. Two-hundred-fifty-seven prep-school instructors from universities in Ankara participated in the study. The data were collected through Teacher Sense of Efficacy Scale, Self Reported English Proficiency Scale and Language Teaching Methods Scale. Both descriptive and inferential statistics, correlation and hierarchical regression analysis, were utilized by PASW 18. The results of the study indicated that the instructors have quite higher overall self efficacy beliefs. The instructors feel more efficacious in classroom management than using instructional strategies while they feel least efficacious in student engagement. Moreover, instructors&rsquo
overall self efficacy beliefs were significantly predicted by experience, English competency and self reported proficiency. Student engagement efficacy was not predicted by experience while it was significantly predicted by English competency and self reported proficiency. Instructional strategy efficacy beliefs were significantly predicted by experience, English competency and self reported proficiency. Classroom management efficacy was predicted by experience and self reported proficiency while English competency was not a significant predictor. Being a graduate of Faculties of Education was not a significant predictor in any regression models. Lastly, there was a significant relationship between the instructors&rsquo
use of communicative method and their overall self efficacy beliefs and its three sub-scales.
25
Eldeib, Aalaa Mohammed. „Experience Versus Grade Level Taught: An Analysis of the Factors that Contribute to Student Achievement“. University of Toledo / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1135220039.
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Lima, Marta Margarida de Andrade 1967. „As tessituras da história ensinada nos anos iniciais : pelos fios da experiência e dos saberes docentes (Garanhuns - Pernambuco)“. [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253959.
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Orientador: Ernesta ZamboniTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-24T16:52:53Z (GMT). No. of bitstreams: 1 Lima_MartaMargaridadeAndrade_D.pdf: 7584966 bytes, checksum: d30ebbb0fc8eb88d3a47c9e0b600684d (MD5) Previous issue date: 2013
Resumo: Este estudo traz como temática central a história ensinada nos anos iniciais do Ensino Fundamental. A problemática investigada apresenta as seguintes questões: quais saberes as professoras mobilizam nas aulas de História? Como suas experiências formativas configuram e se manifestam na produção dos saberes históricos escolares? Em que medida as professoras dos anos iniciais se reconhecem como produtoras dos saberes históricos que ensinam? O pressuposto que embasa este trabalho baseia-se na compreensão de que as professoras dos anos iniciais atuam na iniciação de crianças no universo do conhecimento intitulado como História, ao trabalharem com noções, conceitos e procedimentos característicos deste campo, com a intenção formativa e a adequação pedagógica necessárias à aprendizagem acerca das histórias que compõem as experiências humanas através dos tempos, possibilitando um lastro de desenvolvimento de competências para apreensão e domínio de informações históricas, bem como para sua compreensão e interpretação. A pesquisa empírica assumiu características de um estudo de tipo etnográfico e foi realizada em quatro escolas municipais da cidade de Garanhuns, situada na região do agreste meridional pernambucano. Participaram quatro professoras, graduadas em Pedagogia, que atuam nos 2º, 3º e 5º anos do Ensino Fundamental. Como procedimentos e instrumentos metodológicos foram utilizados: um questionário para coleta de informações relativas ao perfil sociocultural e profissional dos docentes da rede municipal de ensino; a entrevista individual semiestruturada; a observação direta das aulas de História; a realização de um grupo focal como técnica de discussão e aprofundamento das temáticas que compunham os desdobramentos da questão central. Além destes, durante os encontros do grupo focal usou-se a técnica da "Colcha de Retalhos". No campo conceitual, o trabalho fundamentou-se nas categorias teóricas: (i) experiência, tomada a partir dos aportes da História Social Inglesa representada pelos estudos de THOMPSON (1981, 1998); (ii) saberes docentes, compreendidos na perspectiva da epistemologia da prática docente baseada em estudos produzidos no âmbito da pesquisa educacional, sobretudo TARDIF, LAHAYE e LESSARD, (1991), TARDIF (2002), (NÓVOA, 1995); (iii) da relação com o saber, como entendimento acerca da relação que os sujeitos estabelecem consigo, com os outros e com o mundo, fundamentada nas pesquisas de CHARLOT (2000, 2005); e, saber histórico escolar pensado a partir das especificidades que carrega em relação ao conhecimento histórico acadêmico e das intencionalidades formativas correspondentes à disciplina escolar História (MIRANDA, 2007; MONTEIRO, 2002). A partir da investigação realizada foi possível compreender que a mobilização dos saberes históricos escolares no referido nível de escolarização aporta-se na experiência dos sujeitos envolvidos no processo de ensino e aprendizagem, enquanto núcleo constituído e constituinte do conteúdo da formação histórica pretendida e efetivada na/pela educação escolar.
Abstract: This study bring as central theme the history taught in the early years of the elementary school. The research issue presents the following questions: which knowledge the teachers mobilize in the history's classes? How their formative experiences configure and are manifested in the production of the school historical knowledge? To what extent to history's teachers of the elementary school recognize themselves as producers of historical knowledge which they teach? The premise which supports this work is based in the comprehension that the teachers working in the early years of initiation of the children in the universe of the knowledge called History, working with notions, conceptions and procedures characteristic of this field, with the formative intention and pedagogic adaptation necessaries to the learning of histories which compose human experiences through time, enabling a ballast of developing skills for apprehension and mastery of historical information, as well as their understanding and interpretation. The empirical research assumed characteristics of an ethnographic type of study and was realized in four municipal school of a city called Garanhuns, situated in the rural region of Pernambuco. Four teacher participated in this research, they are graduate in pedagogy, who teach in 2nd, 3rd and 4º year of elementary school. I used as procedures e methodological instruments: a questioner to collect information related to the profile sociologic, cultural and vocational of docents of the municipal network of teaching; the individual interview semi structured; the direct observation of the history classes; the realization of a group to discuss the themes which composed the developments of the central question. During this encounters we used the technique patchwork quilt. In the conceptual field I worked with theoretical categories: (i) experience, taken from the contributions of English Social History represented by the studies of THOMPSON(1981,1998);(ii)docents knowledge, understood in the epistemology perspective of the docent practice based in studies produced in educational research area, mostly TARDIF, LAHAYE e LESSARD, (1991), TARDIF (2002), (NÓVOA, 195);(iii) from the relationship with the knowledge, as understanding about de relation of the subjects establish with each other, and the world, based in the in the research of CHARLOT(2000,2005);and, school historical knowledge thought from the specificities which carries regarding academicals historical knowledge and from formative intentionalities corresponding to school discipline History (MIRANDA, 2007; MONTEIRO, 2002). From the investigation realized was possible understand that the mobilizing of the school historical knowledge is based in the subjects experience involved in the process of teaching and learning, while core constituted and constituent of the historical formation realized by/in school educational.
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutora em Educação
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Grudnoff, Alexandra Barbara. „Becoming a Teacher: An Investigation of the Transition from Student Teacher to Teacher“. The University of Waikato, 2007. http://hdl.handle.net/10289/2647.
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This thesis seeks to gain greater knowledge of the process of transition and development that beginning primary teachers undergo over their first year of teaching. The research focus is on investigating and understanding this process from the standpoint of the beginning teacher. Of particular interest is an examination of how the teacher preparation programme, contextual features of the school, and participants' own beliefs and biographies influence and impact on their transition to teaching and their professional and identity development as first year teachers. This longitudinal study takes an interpretive approach to investigate the first year teaching experiences of 12 beginning teachers in 11 primary schools. The qualitative methodology used in this thesis shares characteristics with a case study approach and utilizes procedures associated with grounded theory. Data were gathered systematically over a year by way of 48 semi-structured, individual interviews, two focus group interviews, and 48 questionnaires, supplemented by field notes. The collected data were analyzed, coded, and categorized, and explanations and theory that emerged from this process were grounded in the data. The findings of this study have three broad sets of implications for the education and induction of beginning teachers. Firstly, they question the role that practicum plays in the transition from student to teacher. The findings suggest that the practicum component of teacher preparation programmes should be re-conceptualized and redesigned to provide authentic opportunities for student teachers to be exposed to the full range of work demands and complexity that they will encounter as beginning teachers. Secondly, becoming a successful teacher appears to depend on the quality of the school's professional and social relationships, particularly in terms of the frequency and type of formal and informal interactions that ii beginning teachers have with colleagues. While the major source of satisfaction and self-esteem came from seeing the children whom they taught achieving socially and academically, the beginning teachers also had a strong need for affiliation, which was enabled through positive, structured interactions and relationships with colleagues. The study also indicates that employment status influences the way that the beginning teachers view their work and themselves as teachers, with those in relieving positions displaying greater variability in terms of emotional reactions and a sense of professional confidence than those employed in permanent positions. The third set of implications relate to beginning teacher induction. The study points to variability in the quality of induction experiences and challenges policy makers and principals to ensure that all beginning teachers are provided with sound and systematic advice and guidance programmes which are necessary for their learning and development. While the study confirms the critical role played by tutor teachers in beginning teacher induction, it suggests that the focus is on emotional and practical support rather than on educative mentoring to enhance new teachers' thinking and practice. This thesis provides a comprehensive and nuanced view of how beginning to teach is experienced and interpreted. It paints a complex picture of the relationship between biography, beliefs, preparation, and context in the process of learning to teach. The study contributes to the literature on the education of beginning teachers. It highlights the need for developing a shared understanding amongst policy makers, teacher educators, and schools regarding the multiplicity and complexity of factors that influence the transition and development of beginning teachers.
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McKenzie, Meagan Louise, und res cand@acu edu au. „Stories of Buoyancy and Despondency: five beginning teachers’ experiences in their first year in the teaching profession“. Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp97.29052006.
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This case study research explores the experiences of five beginning teachers within four Catholic secondary schools in Australia. The research employs a qualitative approach framed within an interpretative paradigm, drawing on perspectives of symbolic interaction to interpret interview and journal data. These perspectives are used, in conjunction with a conceptual framework derived from the relevant literature, to interpret the experiences of five new teachers against the relevant data. The literature typically investigates the stages of teacher development, where the first year is often seen by researchers as a survival year. Key literature themes include the development of self image and the impact school culture has on beginning teachers. There are two other features less often present in the literature but central in this research. One is the life history of the beginning teacher. A second, which is the major notion employed in this study, is that of professional identity and specifically how identity develops once the novice teacher is immersed within the school organisation. Each teacher was interviewed several times during their first year and each kept a journal. The discussion includes matters of comparison and contrast between the five teachers’ experiences. The symbolic interactionist framework seeks to identify the meanings individuals construct of their experiences. These meanings are located from the journal and interview data gathered. Each text is examined both independently, in relation to other texts and in the light of the conceptual framework. A key procedure is to identify critical events which are then analysed and connections made to the experience of other teachers and literature themes. The key findings of the research include developing a new model for understanding the experience of beginning teachers. The research suggests that the current literature on beginning teachers is limited. It neglects beginning teacher individuality and in particular agency and competency and centrally the dynamic and complex interaction between culture and identity. This research seeks to add significantly to the beginning teacher literature.
29
Corum, Patricia Lynn. „Exploring the experiences of successful novice teachers : implications for personnel hiring and development /“. free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036816.
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Meyer, Julia. „"The owl hugs me in the forest" : Children's Experiences and Educators' Perceptions of Learning in a Swedish Mini-Forest Garden“. Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158203.
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In recent years, there has been converging evidence on the relation between nature experiences and learning. Although outdoor experiences are not just seen as leisurely activities anymore, barriers, such as lack of resources or travel time can hinder the propagation of more outdoor educational programs. This study explores a relatively new outdoor educational setting that can help overcome these difficulties by decreasing the amount of resources, input and energy necessary to set up such measures: the educational forest garden. With lower maintenance in creating an environment that resembles an authentic ecosystem, the question remains if forest gardening can foster similar learning outcomes than those reported in other educational settings. A qualitative study in a Swedish mini-forest garden was employed to explore what types of learning are possible in this new type of setting. Interviews with two educators and eight children were conducted to find out what perceptions and experiences they communicate after spending time in the mini-forest garden. The educator’s ideas were compared with children’s accounts and observational notes on their behavior to see if there was a difference in perception and experience. Examples for learning were found in three different dimensions: cognitive, emotional and social. The explored categories were ecological literacy, language learning, attention; being comfortable outdoors, respect and care, awareness of surroundings, co-creation, teacher-student interaction, gender differences and free play and imagination. The findings indicate an overlap between teacher’s and children’s experiences and perceptions in almost all categories and similar beneficial learning outcomes with forest gardening to other outdoor educational endeavors. Along with the potential for self-development, forest gardening may be a new way to successfully teach in the outdoors with less input or resources. Although a small scale study that should not be generalized, the study gives insight to educators’ and children’s voices in a new outdoor educational setting and can help overcome the lack of children’s voices in research in general. At the same time, it adds to the limited amount of research on forest gardening and potentially helps to increase the popularity of forest gardening as a new outdoor educational method.
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Kingsley, Laurie Hawkins. „An examination of how extended field experiences, integrated coursework, and school partnerships influenced the development of four first year teachers' literacy beliefs and practice“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4731.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (September 26, 2007) Vita. Includes bibliographical references.
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Kurniawan, D. (Dody). „Early career teacher resilience:a narrative inquiry into first year teaching experiences of high school teachers in Indonesia“. Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905252144.
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Abstract. Based on the teachers’ stories, this study focuses on lived experiences of early career teachers who teach at the high school level in Indonesia. It aims to understand what the teachers tell about their first-year teaching experiences, and to identify how resilience appears in their stories. Teacher resilience is related to the capacity to live through and surmount the inevitable challenges in the realities of teaching. It is understood that the development of teacher resilience is not only about the internal process, but also the teachers’ interaction with their social environment.
The methodology of this study employs the principles of narrative inquiry with four early career teachers from Indonesia as the participants. When this study was conducted, all of them were in their second year of teaching, and the stories of their first-year experiences were the subject of inquiry. The data collection methods included the line drawing to depict teachers’ chronological lived experiences, and the narrative interviews to get teachers’ stories. Afterward, the analysis of narrative was applied to the four stories which yielded themes that appeared across the stories.
The findings of this study consist of seven themes discussing the teachers’ stories that lead them to resilience. Those themes are: encountering inevitable circumstances; enduring physical and emotional pressure; interacting with empathetic and supportive relationships; undergoing self-reflection that uncovers value and purpose for being a teacher; formulating strategy to overcome adversity; experiencing stronger self after going through adversity; and receiving acknowledgement from students who conceded experiencing positive transformation upon interacting with the teachers. Also, the resilience of the teachers appeared in their stories as a process. This process was demonstrated in expressing emotions, self-reflection and formulating a strategy to overcome adversity. By going through this process, outcomes such as high self-efficacy, and a capacity to manage emotions and alternate their thoughts about adversity were seen in the teachers’ stories.
Teachers’ resilience is not static and fixed at a point. It develops over time as teachers surmount challenges. Thus, it is recommendable that teachers are aware of their values, thoughts, purpose, and connections with others, especially when they are in the face of adversities.
33
Witt, David J. Scribner Jay Paredes. „An exploratory study of professional development experiences for new middle school science teachers in a suburban school district“. Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6162.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 17, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Jay Scribner. Vita. Includes bibliographical references.
34
Peck, David Raymond. „New teacher experiences in two rural Washington school districts a phenomenological study /“. Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/D_Peck_041508.pdf.
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Kitching, Dornehl. „Experiences of novice art teachers in high schools“. Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2515.
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Thesis (MEd)--Cape Peninsula University of Technology, 2017.The teaching profession is unique in this sense that in no other employment industry, are beginner employees straight out of university expected to do the work and hold the responsibilities equal to that of a senior or more experienced colleague. This idea is held as one of the main reasons why teachers need support in their first few years of teaching (Darling-Hammond, 2010; Le Maistre & Paré, 2010). From my own experience as well as that of the novice art teacher participants in this research, it was clear that art teachers in their first three years of teaching experience positive encounters as well as several challenges. Challenges varied from the lack of support and orientation from school management to several other factors that contributed to a demanding workload and stress. The theoretical framework that informs this research is grounded in the combination of theoretical perspectives developed by Geert Kelchtermans (1993; 1994; 1999) namely the narrative-biographical perspective and the micro-political perspective. Participants were interviewed and requested to attend a focus group session where they were asked to create a River of Life representation of their experiences since starting their art education careers. The transcripts were analysed in conjunction with the drawings to forge connections between the participants’ feedback to establish themes. The themes of this particular research relate mainly to the common experiences that the participants face as novice art teachers and the support they receive from their school management and education authorities.
36
Geddis-Capel, Mandy. „Who is the EYT? a narrative inquiry into a first year teacher's experiences of integrating a sophisticated thinking skills model in a standards based, kindergarten classroom /“. [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1225202140.
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Thesis (Ph.D.)--Kent State University, 2008.Title from PDF t.p. (viewed Dec. 14, 2009) Advisor: Dr. James Henderson. Keywords: mentoring, curriculum, first year teachers, reflective inquiry, narrative inquiry. Includes bibliographical references (p. 183-195)
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Smith, Michael D. „Striving and Surviving: The Phenomenology of the First-Year Teaching Experience“. [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003216.
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Truelove, Lynne. „Early years teacher status trainees' placement experiences : a creative interpretative phenomenological analysis“. Thesis, Sheffield Hallam University, 2016. http://shura.shu.ac.uk/15578/.
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Trainees on the Early Years Teacher Status (EYTS) Graduate Employed Pathway are graduate practitioners working in the school or Private, Voluntary and Independent (PVI) sectors of early years services. On this one-year pathway, trainees undertake a placement in the alternate and unfamiliar sector to complement their workplace practice. There is little published research on teachers’ lived experience of placement in early years services with children aged between 0-5 years. This longitudinal study sought to address gaps in the research literature by focussing on the placement experience for EYTS trainees using a novel approach of combining Interpretative Phenomenological Analysis (IPA) with creative methods and semi-structured interviews. Five trainees represented their lived experience through multi-dimensional models using Lego and playdough. I discuss my findings in relation to two worlds, a world of learning and development that promotes a predominantly relationship-based pedagogy, partially overlapping with a world of schooling that promotes a predominantly readiness-based pedagogy. The trainees’ perceptions of commonalities and differences pertaining to enactments of the Early Years Foundation Stage (EYFS) (DfE 2014) suggest that these two distinct worlds exist, despite a single statutory framework, indicating that the historical split in early years services in England continues today. The findings suggest a dichotomy of professional identity for EYTS trainees that rests on the different teaching cultures of each world. This dichotomy troubles the current policy concept of a single graduate practitioner successfully teaching across the different worlds. The study has implications for professional practice in the field of early years, specifically for the preparation and support of EYTS trainees undertaking placements. Wider implications include the need for greater clarity and guidance in early years policy.
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Uttley, Paul L. Beckner Weldon. „The impact of first year mentoring experiences on the attrition rates of alternatively certified teachers“. Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/5005.
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Strey, Melanie Jane. „Exploring the Experiences and Relationships of First-Year Teachers and Mentors“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/274.
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Educators have a moral imperative and job-embedded expectation to effectively teach all students, which requires a commitment to continued personal growth. The purpose of this instrumental project study was to explore the lived experiences of first-year teachers and their mentors who teach in a culturally-diverse school district. The conceptual framework was based on supporting adult learning methods through the theories of critical thinking, constructivist perspective, the theory of mentoring, and culturally-instructional teaching. The guiding research questions addressed the perceptions of 5 first-year teachers and 5 mentors regarding individual and shared learning as a result of mentor-mentee relationship. A constant comparison method provided a process for analyzing the semi-structured interviews, observations, and field notes to determine a unit of data. Triangulation of the units of data then informed possible categories that were noted in words and statements. This process continued until saturation of categories was reached. Spreadsheets provided a structure to organize the data along the way and chart tables and taxonomic representation were used to display results. The mentees' results encompassed 19 themes such as feeling valued, safe, supported, trusted, and believed. The recommendations include the development of long-term solutions for supporting beginning teachers during the first 3 years of their profession with mentoring as an essential component. These findings illustrate that formal and informal beginning teacher professional learning is critical to produce high quality instruction, and to ensure that students graduate with globally competitive skills.
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González, López Guillermo José. „Evaluation of Plan Puebla 15 years of experience /“. [Madison, Wis. : s.n.], 1988. http://catalog.hathitrust.org/api/volumes/oclc/18632982.html.
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Hermenegildo, André Filipe Tomé Lopes Castelhano. „Timor Telecom case study: ten years of experience“. Master's thesis, NSBE - UNL, 2013. http://hdl.handle.net/10362/11599.
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Moore, Raeal. „Relating 2004-2005 and 2005-2006 beginning, public, elementary, teachers' perceptions of support, efficacy beliefs, and performance on Praxis III“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181758980.
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Small, Lauren E. (Lauren Elizabeth) 1958. „New teachers' experiences of their first year of teaching : entering a community of practice“. Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115634.
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This qualitative study analyzed and described new teachers' experiences of their first year in their communities of practice. Using a theoretical framework of phenomenological and narrative research, social learning theory, and alternative representations of research, the research design consisted of in-depth and focus group interviews and the creation of collage. Communities of practice research (notably the work of Lave and Wenger) was used as a lens to explore the experiences of first year teachers. Data were analyzed and described using the constant-comparative method. In addition, participants' profiles were reconstructed in the participants' own words using Seidman's (2006) method. Research is needed to assist administrators and experienced educators to understand and support the efforts of their newest colleagues. Attracting, nurturing and keeping our best teachers are goals that are essential to providing quality educational services to our students. As such, this research will have implications for universities, school boards and in-school administrators, teachers' unions, and others who are interested in supporting new teachers in effective and efficient manners.
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Schaefer, Nancy. „The process of teacher change: a longitudinal study of four middle school mathematics teachers' experiences during and after a two-year professional development program“. The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1090642159.
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Tresey, Patricia Sims. „Experiences of educational leadership faculty in the first year of the professoriate a phenomenological study /“. Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/patricia_s_tresey/tresey_patricia_s_200701_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2007."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Abebayehu Tekleselassie. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 155-160) and appendices.
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Evans, Linda Mary. „Early years teachers : their lives, work and careers“. Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/3661/.
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This study argues that time is a significant factor for the ways in which early years education is conceptualised and experienced. Three time scales are shown to be important. Firstly, the historical background to early years teaching is examined. In particular, I argue that the way in which women have come to be seen as the most appropriate teachers of young children has implications for how early years teaching is perceived and experienced in the 1990's. Secondly, the life history approach adopted by this study highlights the importance of early years teachers' own histories. The biographical accounts of fourteen early years teachers show how past experiences influence teachers' perceptions, understandings and experiences of their work. Thirdly, the particular time period, contemporary time, in which teachers live and work is shown to influence the way in which early years teachers perceive and experience their work. Of particular importance here are the recent educational reforms and the ways in which early years teachers have responded to them. I examine the role that early years teachers construct for themselves, a role shaped by the responsibility of being children's first school educators, and argue that for many teachers this role conflicts with current educational reforms.
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Shaw, Barbara. „Primary teachers and professional development : the early years“. Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/4075/.
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This study is about teacher development for early career primary teachers, undertaken at a time of particular interest in providing a coherent professional development programme for teachers in the first five years of their career. It was undertaken from my perspective as a primary headteacher with the desire to improve the experience of professional development for these teachers. The research was undertaken by means of questionnaires and interviews and provides a picture professional development provision that is fragmented and lacking in coherence. While enjoying a relatively wide range of activities and experiences overall, early career teachers appear to have a more limited ongoing provision. This seems to be only loosely linked to any personal needs that may have been identified. A lack of rigorous evaluation procedures may well contribute to the situation where there is little clarity about the outcomes of professional development activities and experiences. Teachers are aware of a wide range of outcomes and value those that support them in their teaching. It is their own teaching that appears to be the focus of teachers' attention in relation to professional development rather than children's learning. Teachers, aware of pressures to meet exacting requirements in their work, appreciate opportunities to learn from those who have experience of similar situations. Professional development can result from meeting the challenges that teachers face in the early stages of their career, but the climate in which those challenges are met can be of crucial importance. As a consequence of the research conclusions are drawn which can inform my own practice, and also provide material for the consideration of others who have an interest in, or responsibility for, facilitating and nurturing the professional development of early career teachers.
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Sousa, Rui Eduardo Arantes de Passos. „4 years professional experience as a medical affairs manager“. Master's thesis, Universidade de Aveiro, 2012. http://hdl.handle.net/10773/10877.
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Mestrado em Biomedicina FarmacêuticNos últimos anos, os departamentos de Assuntos Médicos assumiram um importante papel estratégico nas companhias farmacêuticas e de biotecnologia. Em resposta a um aumento da regulamentação e de exigência de transparência, os departamentos de Assuntos Médicos mudaram o seu foco do apoio às atividades comerciais e de marketing para as responsabilidades na interface com os líderes de opinião, para o desenvolvimento médico, para as comunicações científicas e para outras tarefas médicas emergentes. Durante os quatro anos de experiência profissional como Gestor de Assuntos Médicos tive a oportunidade de desempenhar um conjunto alargado de tarefas que me permitiram desenvolver uma formação sólida, adquirindo ou reforçando competências fulcrais nesta área. Durante trinta e quatro meses trabalhei como Gestor de Assuntos Médicos para a área do Sistema Nervoso Central proporcionando um apoio mais direto às atividades de Marketing, Regulamentares e de Farmacovigilância. Nos últimos treze meses, após me ter tornado Gestor de Assuntos Médicos Internacional, assumi igualmente responsabilidades relacionadas com o desenvolvimento clínico de Fase IV, a gestão das comunicações científicas e escrita médica, a implementação de análises post-hoc e o apoio às atividades de Marketing global. Tive sempre como finalidade o alcançar da excelência no desempenho das tarefas sob minha responsabilidade, simultaneamente cumprindo os mais elevados padrões de ética e deontologia. Através do meu trabalho dedicado contribuí para o sucesso da minha companhia e, ao mesmo tempo, para a melhoria da saúde e do bem-estar de doentes e populações.
In recent years, medical affairs departments have taken on an important strategic role within pharmaceutical and biotechnology companies. In a response to the increased regulations and calls for transparency, medical affairs have shifted their focus away from commercial and marketing support to key opinion leaders interfacing responsibilities, medical advancement and medical communications activities as well as other emerging medical tasks. In my four years professional experience as a Medical Affairs Manager I have performed a wide variety of tasks that allowed me to develop a solid training, acquiring or strengthening core skills and competencies in this field. During thirty-four months I have worked as a Central Nervous System Medical Affairs Manager providing a more direct support to marketing, regulatory and pharmacovigilance activities. In the last thirteen months, after becoming International Medical Affairs Manager, I also took responsibilities related to phase IV clinical development, scientific communication management and medical writing, post-hoc analysis and global marketing support. I have always aimed at excellence while performing the activities under my responsibility, simultaneously attaining the highest professional and ethics standards. Through my devoted work I have positively contributed to the success of my company while contributing to the improvement of health and well-being of patients and populations.
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Cains, Richard Anthony. „Newly qualified teachers : a longitudinal study of perceptions, experiences and needs in the first year of teaching“. Thesis, University of Hull, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282246.
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