Dissertations / Theses on the topic 'Student teacher identity'
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Lindquist, Kristin M. "Problematizing Teacher Identity Constructs: The Consequences for Students." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243534241.
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Russell, Heather A. "Music Student Teacher Reflections as Narratives of Identity." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/146212.
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Music EducationPh.D.
The purpose of this research was to explore how music student teachers make sense of classroom events during the student teaching internship using a required Video Reflection Assignment. Three questions guided this study: 1) How did student teachers use aspects of three-dimensional narrative space (temporality, sociality, and space) to story classroom events? 2) What aspects of Reflective Practice did student teachers illustrate in their Video Reflection Assignments? 3) How did student teachers reveal their identities as musicians and teachers through their reflections? Data were Video Reflection Worksheets (VRW), video-recorded teaching episodes (videos), and participant questionnaires. Analysis combined narrative, case study, and grounded theory techniques. Participants' answers on VRWs revealed aspects of their musician and teacher identities, dilemmas of practice caused by classroom events and conflicting stories with cooperating teachers, and provided insight into the ways participants either rationalized or reflected on classroom events. Results of the study contribute to the profession's understanding of the interplay of musician and teacher identities, and point to the importance of attending to narratives of identity revealed in student teachers' reflections through language use, as well as the alignment of student teachers' and cooperating teachers' storied identities when assigning internship placements. Additionally, results raise important questions concerning student teachers' abilities to use reflective assignments like the one in this study to self-reflect, and point to the usefulness of three-dimensional narrative space and MacKinnon's clues to detecting reflective activity for reframing teacher-educator's evaluations of student teachers' reflections.
Temple University--Theses
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Blair, Jennifer Johnson. "Examining the relationship between preservice teachers' epistemological beliefs and conceptions of teacher identity within the boundaries of teacher education discourse communities." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/blair/BlairJ1209.pdf.
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A teacher's epistemological beliefs define the boundaries of his or her worldview and conceptualization of teacher identity. It is, therefore, essential that teacher educators support the development of sophisticated epistemological beliefs among preservice teachers. Prior studies have suggested that epistemic development may be hindered by emphasis placed on the performance of a socially constructed normative teacher identity within teacher preparation programs. This phenomenological study, which examines the relationship between preservice teachers' epistemological beliefs and their beliefs regarding normative teacher identity at different points in their teacher education program, aims to provide insight into how teacher preparation programs may better support the development of more sophisticated epistemological beliefs among preservice teachers. Data was collected from 40 preservice teachers at Montana State University using a survey instrument created for this study and interpreted through a process of discourse analysis. The individual preservice teachers studied expressed epistemological beliefs and conceptions of teacher identity that were contradictory without ever acknowledging or attempting to explain these contradictions. This suggests that the participants may not have actually developed their own beliefs through a process of consideration or inquiry, but instead have received them during their time in the teacher preparation program. The results of this study suggest that interventions focused on reflection upon theory and practice will continue to be ineffective as long as the preservice teachers continue to reflect upon these ideas through the lens of undeveloped epistemological beliefs situated within the context of a received teacher identity.
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Lovitt, Dan Owen. "Teacher identity and small school reform /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7797.
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Beynon, Carol A. "Crossing over from student to teacher, negotiating an identity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ28111.pdf.
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Williams, Desha L. "Student Teaching in an Urban Context: Student Teachers' Views and Construction of Identities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/29.
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There is a shortage of secondary mathematics teachers throughout the United States (Howard, 2003, Matus, 1999). This deficit is heightened in urban areas (Bracey, 2002; Howard, 2003). Understanding how urban teachers develop into highly qualified, motivated teachers of urban learners may provide guidance in decreasing the shortage of urban secondary mathematics teachers and provide direction for teacher education programs in preparing future teachers of urban learners. Thus, the purpose of this study was to examine the experiences pre-service teachers undergo during student teaching and how those experiences impact their views on teaching in an urban context, as well as how their experiences impact the construction of their identities as teachers of urban learners. Six secondary mathematics pre-service teachers who have made the conscious decision to teach in urban schools participate in this study. Phenomenology is used as a philosophical and methodological framework. The theories of teacher thinking, situated cognition, and social identity provided a foundation to examine to research questions: How do pre-service teachers experience student teaching in an urban context; how do pre-service teachers’ experiences impact their views on teaching in urban schools; and how do pre-service teachers’ experiences impact the construction of their identities as teachers of urban learners? Data were collected via initial interviews, journaling throughout the student teaching experience, and phenomenological interviews. Colaizzi’s method for phenomenological data analysis was used to develop textual and structural descriptions of the phenomenon. This method of analysis led to concluding that constructive student teacher – cooperating teacher relationships lead to positive views of teaching in urban contexts and collective teaching dispositions. Negative relationships caused an aversion to teaching in urban environments and individualistic classroom practices. In regards to the construction of an identity as teachers of urban learners, the quality of the student teacher-cooperating teacher relationship was a factor. When an affirming relationship was present the student teachers embraced some of the characteristics of their cooperating teachers. Whereas, detrimental relationships caused the pre-service teachers to dismiss the practices of their cooperating teachers and the rejection of any performance feedback provided.
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Branch, Andre J. "Teachers' conceptions of their role in the facilitation of students' ethnic identity development /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7546.
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Evans, Kathleen M. "Negotiating the self : identity, sexuality, and emotion in teacher education /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7857.
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Albertson, Rebekah Ann. "Art and identity: the high school artist." Thesis, University of Iowa, 2011. https://ir.uiowa.edu/etd/2667.
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The purpose of this study is to investigate the artistic identity of high school females and the relationships they have with their art teachers. The research compiled my own experience as a high school student with the reflections of five participants who graduated from high school within the past five years. Each participant was interviewed about her time in high school related to art, including relationships and events in and outside of the art classroom. The themes that emerged from each participant's experience brought about the conclusion that the high school artistic identity is comprised of action, product, space, and perception. Uncovering the artistic identity of the high school student highlights the importance of the art teacher and the physical and emotional space they create in the art room.
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Pizarro, Dianne Frances. "Student and teacher identity construction in New South Wales Years 7 - 10 English classrooms." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/28853.
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Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.Bibliography: p. 159-177.
This thesis examines student identity construction and teacher identity construction in the context of secondary English Years 7-10 classrooms in a comprehensive high school in Western Sydney, New South Wales, Australia. The research journey chronicles the teaching and learning experiences of a small group of students and teachers at Heartbreak High. The narrative provides insights into the factors responsible for creating teacher identity(s) and the identities of both engaged and disengaged students. -- Previous studies have tended to focus on the construction of disaffected student identities. In contrast, this case study tells the stories of both engaged and disengaged students and of their teachers utilising a unique framework that adapts and combines a range of theoretical perspectives. These include ethnography as a narrative journey (Atkinson, 1990), Fourth Generation Evaluation (Guba & Lincoln, 1990; Lincoln & Guba, 1989), reflexivity (Jordan & Yeomans, 1995), Grounded Theory (Strauss & Corbin, 1990; Sugrue, 1974) and multiple realities (Stake, 1984). -- The classical notion of the student-teacher dynamic is questioned in this inquiry. Students did not present powerless, passive, able-to-be motivated identities; they displayed significant agency in (re) creating 'self(s)' at Heartbreak High based largely on 'desires'. Engaged student identities reflected a teacher's culture and generally exhibited a "desire to know." In contrast, disaffected students exhibited a "desire for ignorance," rejecting the teacher's culture in order to fulfil their desire to belong to peer subculture(s). The capacity for critical reflection and empathy were also key factors in the process of their identity constructions. Disengaged students displayed limited capacity to empathise with, or to critically reflect about, those whom they perceived as "different". In contrast, engaged students exhibited a significant capacity to empathise with others and a desire to critically reflect on their own behaviour, abilities and learning. -- This ethnographic narrative offers an alternate lens with which to view pedagogy from the perspectives that currently dominate educational debate. The findings of this study support a multifaceted model of teacher identity construction that integrates the personal 'self(s)' and the professional 'self(s)' that are underpinned by 'desires'. Current tensions inherent in the composition of teacher identities are portrayed in this thesis and it reveals the teacher self(s) as possessing concepts that are desirous of being efficacious, autonomous and valued but are diminished by disempowerment and fear.
Mode of access: World Wide Web.
266 p. ill
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Sexton, Steven S. "Teacher Coginition: The effects of prior experience on becoming a teacher." University of Sydney, 2007. http://hdl.handle.net/2123/1864.
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Doctor of Philosophy (PhD)Teachers are unique when compared to most other professionals, as pre-service teachers spend more than a decade observing teachers in practice before entering their own professional training. This study investigated teacher candidates at the earliest point of their teacher training, entry into a teacher certification program, at the University of Sydney and University of Auckland in 2005. Specifically, this study sought to address how prior experiences informed the teacher role identity of male primary, female secondary and non-traditional student teachers. These three teacher candidate groups emerged from a previous study (Sexton, 2002) which explored post-graduate teacher candidates’ beliefs with the most vivid and articulate prior experiences. The study used a mixed-model research design to explore the research question, How do pre-service teacher candidates interpret prior teacher experiences as to the type of teacher they do and do not want to become? 354 entry-level teacher candidates were surveyed using both closed item and open-ended responses. From these participants, 35 were then interviewed before their course commencement and then again after their first teaching practicum. The study showed that there were differences as to how prior teachers informed the teacher role identity of entry-level student teachers. Male primary candidates were more influenced by their positive primary experiences of role model teachers. Female secondary participants remembered those secondary teachers who encouraged the development of critical thinking and they now wish to emulate this in their practice. Non-traditional student teachers remembered a wider range of educational experiences and entered into their teaching program to make a difference in both their and their students’ lives. The study highlights how in-service teachers play an important role in not only who will become teachers but also what subjects and school level future teachers will teach.
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Shahri, Bahman. "Perspectives of Overseas Student Teachers on American National Identity." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565287522191192.
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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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Edwards, Stephen Wyatt. "The Effects of the Student Teaching Experience on Cooperating Teachers in Secondary Agricultural Education Programs: A Case Study." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28562.
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The purpose of this qualitative case study was to examine the effects of the student teaching experience on secondary agricultural education teachers. Eight of the thirteen participants in this study served as a cooperating teacher during the 2012 spring semester for pre-service teachers in agricultural education from a land-grant institution. Three of the participants had served as a cooperating teacher during either the 2010 or 2011 spring semester but had reported a negative student teaching experience with their last student teacher. Two of the participants had served as pilot interviews for the study, but they were added as participants during the analysis of the study. The participants provided interviews, opportunities for professional observations, and teaching documents for analysis. Four major themes emerged in the study 1) The professional identities of secondary agricultural education teachers are affected by their membership in the pre-service teacher community. 2) Secondary agricultural education teachers volunteer as cooperating teachers to help others and themselves professionally. 3) Secondary agricultural education teachers empower themselves and other members of their communities through their leadership due to their strong sense of political efficacy. 4) The professional practices of agriculture teachers are influenced by their service as a cooperating teacher.Ph. D.
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Van, Wagoner Kathryn. "College Student Perceptions of Secondary Teacher Influence on the Development of Mathematical Identity." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4604.
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This phenomenological study explored how college students’ perceptions of experiences with their secondary mathematics teachers affected their mathematical identities. The study was rooted in Wenger’s notion that learning is an experience of identity and Dewey’s theory that all experiences are inextricably linked to past and future experiences. Constructed narratives of eight college developmental mathematics students with high and low levels of mathematics anxiety were created from autobiographical essays and semistructured interviews. Analysis of the constructed narratives employed a deductive coding process using a priori themes related to experiences with secondary teachers and dimensions of mathematical identity.
The study answered three research questions: What kind of experiences did students recall having with their secondary mathematics teachers? How did students perceive that those experiences influenced their mathematical identities? What common student experiences positively or negatively affecting mathematical identity emerged from the data? Two general factors that affect student mathematical identity emerged from the research: student-teacher interactions and student-mathematics interactions. Interconnectivity existed between positive student-teacher relationships, meaningful student-mathematics interactions, and strong mathematical identities. Positive student-teacher relationships were foundational to the overall connection.
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West, Joyce Phillis. "Student teacher ethnocentrism: attitudes and beliefs about language." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80425.
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After the dismantling of apartheid in South Africa, democratic transformation included desegregating mono-ethnic environments, such as schools and higher education institutions, through the integration of learners and students from diverse multilingual and multicultural backgrounds. A further ideal encouraged mother-tongue education. Yet, a growing preference for English as the medium of instruction ensued, especially in multilingual urban areas. This study investigated the degree of ethnocentrism that student teachers studying at a mono-ethnic private higher education institution had and what their attitudes and beliefs about language-in-education issues were since such outlooks could potentially affect their classroom practices. Ethnocentrism, the tendency of an individual to identify strongly with their own ethnicity and to reject others’, draws on the premises of the social identity theory owing to the focus on in-group-out-group distinctions, racism and stereotyping.
Using an online questionnaire to generate primarily quantitative data, this embedded mixed-methods study investigated 1 164 student teachers’ reasons for choosing to study at a mono-ethnic higher education institution. Their degree of ethnocentrism as well as their attitudes and beliefs about languages used for social and educational purposes were measured by the standardised Generalised Ethnocentrism and Language Attitudes of Teachers Scale. Key findings from the qualitative data indicated that student teachers chose to study at a particular institution because of a shared mono-ethnic social identity, which strongly relates to a common language (Afrikaans), culture (Afrikaner), religion (Christianity) and possible race (Caucasian). The quantitative data showed a statistically significant relationship between the student teachers’ degree of ethnocentrism and their attitudes and beliefs about language-in-education issues. Overall, in line with the social identity theory, findings pointed to the formation of social identities based on shared ethnic characteristics, such as language, culture, religion and race. The study provides a more comprehensive understanding of how ethnocentrism, social identities and particular perspectives of language-in-education issues exist on a continuum. Unchecked, such attitudes and beliefs may have far-reaching consequences for multilingual classroom practices, especially where English as the medium of instruction is the mother tongue of neither the learners nor the teacher.Afrikaans: In Suid-Afrika het demokratiese transformasie die desegregasie van mono-etniese omgewings, soos skole en hoëronderwysinstellings, ingesluit. Dit het onder andere meegebring dat leerders en studente uit verskillende taal- en kultuuragtergronde saam in die leeromgewing verkeer. Moedertaalonderrig is ook veral tydens aanvangsonderrig aangemoedig. Tog het daar toenemend ʼn voorkeur vir Engels as onderrigmedium ontstaan, veral in meertalige stedelike gebiede. Hierdie studie stel ondersoek in na die mate van etnosentrisme wat studenteonderwysers openbaar terwyl hulle by ʼn mono-etniese private hoëronderwysinstelling ingeskryf is. Hulle houdings en oortuigings met betrekking tot taalonderrigkwessies is ook vasgestel. Etnosentrisme, die neiging van individue om sterk met hul eie etnisiteit te identifiseer en dié van ander te verwerp, is geskoei op die sosiale identiteitsteorie met ‘n fokus op binnegroep-buitegroeponderskeid, rassisme en stereotipering. ʼn Aanlyn vraelys is gebruik om hoofsaaklik kwantitatiewe data te genereer wat verskaf is deur 1 164 studenteonderwysers. Sowel hulle graad van etnosentrisme as hul houdings en oortuigings oor tale wat vir sosiale en opvoedkundige doeleindes gebruik word, is gemeet aan die hand van die gestandardiseerde Generalised Ethnocentrism en Language Attitudes of Teachers skaal. Sleutelbevindinge uit die kwalitatiewe data dui aan dat studenteonderwysers verkies om aan ʼn spesifieke instelling te studeer waar ʼn gedeelde mono-etniese sosiale identiteit, wat sterk verband hou met ʼn gemeenskaplike taal (Afrikaans), kultuur (Afrikaner), godsdiens (Christendom) en moontlik ras (blank) heers. Die kwantitatiewe data het ʼn statisties beduidende verband getoon tussen die studenteonderwyseres se graad van etnosentrisme en hul houdings en oortuigings rakende taal-in-onderwyskwessies. Die bevindinge dui ook op die ontwikkeling van sosiale identiteite gebaseer op samehorigheidseienskappe soos taal, kultuur, godsdiens en ras. Die studie bied ʼn meer omvattende begrip van hoe etnosentrisme, sosiale identiteite en bepaalde perspektiewe van taal-in-onderwys-kwessies op ʼn kontinuum bestaan. As voornemende onderwysers nie bewus gemaak word van hulle sterk etnosentriese oortuigings nie, kan dit verreikende gevolge vir meertalige praktyke in die klaskamer inhou, veral waar Engels as onderrigmedium gebruik word, maar nie die moedertaal van die leerders of die onderwyser is nie.
Thesis (PhD)--University of Pretoria, 2020.
Humanities Education
PhD
Unrestricted
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FALCAO, EDMAR DA SILVA. "MY TEACHER - HE IS A MIRROR TO ME: THE PROFESSIONAL IDENTITY CONSTRUCTION OF A STUDENT BECOMING A TEACHER." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7226@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORO objetivo do presente trabalho é investigar o processo de construção da identidade profissional de um aluno tornando-se professor de inglês como língua estrangeira, no contexto de um curso livre em Nilópolis, Rio de Janeiro. Acompanho o desenvolvimento deste aluno desde que ele revelou o desejo de tornar-se professor até sua inserção no grupo de professores do curso, passando pela sua escolha em fazer o Curso de Treinamento de Professores (TTC) da instituição e, mais tarde, seu ingresso no Curso de Letras. À luz dos princípios da Prática Exploratória (Allwright, 2000; Moraes Bezerra, 2003), caracterizo esta pesquisa como um estudo de caso longitudinal (Lüdke e André, 2001). Analiso informações obtidas na aula de inglês avançado do curso, na qual o aluno de 24 anos manifestou o desejo de ser professor, e na série de 8 entrevistas conduzidas ao longo de um ano e meio, visando refletir sobre sua decisões e seu processo de formação profissional. Alinho-me teoricamente com o conceito de identidade como construto social (Moita Lopes, 2002; Dutra, 2003; Kleiman, 2003). Ainda, utilizo o conceito de aprendizado dentro da perspectiva sócio-construcionista (Vygotsky, 1994; Bakhtin,1981 e 1992; Mercer, 1994; Edwards e Mercer, 1994), considerando o discurso em sua dimensão social (Cook, 2000). Problematizo questões pertinentes ao processo de construção identitária do professor, ressaltando sua crença inicial nos conceitos de modelo e inspiração e sua reflexão crítica sobre a importância do Curso de Letras na formação profissional do professor de inglês.
The purpose of this dissertation is to investigate the professional identity construction of a student becoming a teacher in the context of a private language school in Nilópolis, Rio de Janeiro. I study the development of this student from the moment he showed an interest in becoming a teacher until he joined the teaching staff of the same school, passing through his choice of studying at the institution`s Teachers Training Course and, later on, his entrance in a university Letters course. I characterize this research as a longitudinal case study (Lüdke e André, 2001), inspired by the principles of Exploratory Practice (Allwright, 2000; Moraes Bezerra, 2003). I analyze data from an advanced English class, in which the 24-year-old student expressed his interest in becoming a teacher; and data from 8 interviews, conducted during one year and a half, with the purpose of reflecting about his professional decisions and growth. In theoretical terms, I view identity as socially constructed (Moita Lopes, 2002; Dutra, 2003; Kleiman, 2003). I align myself with the socio-construcionist perspective on learning (Vygotsky, 1994; Bakhtin, 1981 e 1992; Mercer, 1994; Edwards e Mercer, 1994) and also consider discourse in its social dimension (Cook, 2000). I problematize identity construction issues in the process of the specific learner becoming a teacher. I highlight his initial belief in the concept of model and inspiration and his critical reflection about the importance of the university Letters course in teacher professional development.
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Reid, Hannah Marie. "Teacher Self-Identity: A Narrative Inquiry Into the Lives of Teachers and the Influences on Their Interactions with Students." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1500045350342949.
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Barnholdt, Linnea, and Sarah Persson. "Värdegrundsarbete med identitetsutveckling i fokus - Values education focusing on developing student’ identity." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34518.
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Our study is about values education and the teachers’ work with it. The purpose with the study have been to develop our knowledge about schools’ work with values education, but also get an insight in differences and similarities among teachers. We have figured out how teachers can work with values and how this work can be connected with identity. A big part of the students’ identity is created during their childhood and time in school and the teachers’ job is to give those students the right tools to develop both emotionally and in terms of knowledge. By performing interviews we have been able to construct a basis for discussion about the teachers’ work with values education connected to previous research and theory such as Erik Homburger Eriksons concepts about values and identity. Our study shows that teachers’ values education is largely integrated into the basic education plan. The teachers use tools such as media and values exercises but the most important thing is the communication between teacher and student. Both the teachers and students are supposed to be role models for each other and in the classroom an open and forgiving basis for discussion is of importance. Students’ creation of identity and values education goes hand in hand. Through the work with values students’ identities are developed
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Gilmore-Mason, Terri. "Invoking Student Voices as a Third Space in the Examination of a National Identity." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1428236247.
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Chen, Cynthia Elaine. "White Teachers' Racial Identities, Perceptions of Student' Behaviors, and Symptoms of Burnout." Thesis, Boston College, 2013. http://hdl.handle.net/2345/3089.
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Thesis advisor: Janet E. HelmsEducational research has examined factors contributing to teachers' burnout symptoms, including their perceptions of student behaviors (Ingersoll, 2003). Interestingly, teacher and students' races have been differentially related to teachers' perceptions of student behavior (Downey and Pribesh, 2004); this disparity in perceptions has been associated with teachers making more negative recommendations for African American students than for White students (Tenenbaum and Ruck, 2007). However, racial categories are not psychological constructs and offer little room for designing interventions to restructure teachers' perceptions of student behavior as a strategy to prevent teacher burnout. Since most teachers are White, using Helms's (1995) White racial identity model could offer a conceptual framework for examining different perspectives by which teachers understand their students' racial dynamics, which in turn, might affect how teachers feel, think, and act. Thus, if teachers' racial identity relates to their burnout symptoms, perceptions of student behavior, and recommendations, educational researchers could investigate more effective means of preventing teacher burnout symptoms and affect teachers' reactions to racially diverse students. White teachers (N = 237) completed an on-line survey containing an abbreviated White Racial Identity Attitudes Scale (Helms, 2011), behavior subscales of the Conners' Comprehensive Behavior Rating Scale - Teacher Form (Conners, 2008), Maslach Burnout Inventory - Educators' Survey (Maslach, Jackson, and Leiter, 1996), two teacher recommendations measures, and a demographic questionnaire. Results from Multivariate Analyses of Covariance suggested that teachers did not react differently to students' ethnic names or pictures with respect to their perceptions of students' behavior or teachers' likelihood of using specific recommendations. However, canonical correlations suggested that teachers' levels of burnout symptoms were related to their perceptions of students' Defiant Aggressive and Conduct Disorder symptoms. Moreover, teachers' biased and confused racial identity perspectives were strongly positively related to teachers' (a) burnout symptoms; (b) perceptions of angry, argumentative, and defiant behaviors; and (c) likelihood of using negative behavior management strategies with their students. Discussion included recommendations for educational training programs, methodological limitations, and implications of the results
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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Sableski, Mary Catherine. "The development of literate identities in students identified as struggling readers." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1172890833.
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Hunt, Neil David. "The development of student teacher identities through undergraduate action research projects : an Emirati case study." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3061.
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In recent decades, reflective practice has taken a more central role in the construction of teachers’ knowledge and practice (Elliot, 1991; Roberts, 1998). Within reflective practice, action research has developed as an approach within which teachers can systematically question, challenge and improve their teaching and recently been introduced into teacher education programmes with the rationale of encouraging student teachers to critically engage with curriculum and practice (Mills, 2003). Recent years have additionally seen interest in how teachers’ knowledge is sociodiscursively constructed with a concomitant focus on the link between teacher identity and practice (e.g. Danielewicz, 2001; Miller Marsh, 2003; Norton 2000). However, few studies have attempted to explore the influence action research may have on the construction of student teacher practice and identity (Trent, 2010). This study explores the role of an undergraduate action research project in terms of the extent of its influence on the development of student practice in English Language classes and the trajectory of their emergent teacher identities. Informed by new theoretical directions in ethnography (Denzin, 1997), data was collected using naturally occurring texts integral to the student teachers’ studies, including weekly lesson observations, post-observation feedback discussions and three focus group discussions over the course of the research project. Analysis indicates that the undergraduate action research project differentially affects students’ practice and emergent identities, but that this relationship may be tangential and students’ agency may be overshadowed by methodological preoccupations and constraints of institutions. Both global and local discursive formations combine and interact to influence this process which occurs in a theoretical ‘interzone’ a third space, sociodiscursively constructed between institutions.
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Hetrick, Laura Jean. "EXPLORING THREE PEDAGOGICAL FANTASIES OF BECOMING-TEACHER: A LACANIAN AND DELEUZO-GUATTARIAN APPROACH TO UNFOLDING THE IDENTITY (RE)FORMATION OF ART STUDENT TEACHERS." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268252289.
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Moreno, Méndez Ana Rosa. "Teacher-student interaction in a Mexican Montessori school : exploring the construction of gender identity in young children." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79989.
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The present study is centered on understanding the gender concepts teachers have, and the form in which their gender perspective is related to the way teachers of a Mexican Montessori elementary school interact with their students according to the child's gender in the early elementary school years. The type of messages teachers are sending to children when they are in the classroom in relation to the concepts of masculinity and feminity are discussed. The analysis is rooted in qualitative research methodology and the gender category. Gender is seen as a social phenomenon.The paper deals with the work that has been done in gender and schools, especially related to the role teachers have when dealing with gender in the classroom. It discusses how a different method of education, in this case the Montessori method, differs from the traditional system of education when dealing with gender issues.
The way teachers deal with gender issues at school is deeply connected to the viewpoint of gender they have. The narratives of the teachers help us understand this relation. It is hoped that by examining their own practice toward gender issues teachers will take a first step towards a non-sexist education. It is true that the Montessori system breaks from many of the conventional gender-biased practices of traditional schools; even so, a total change cannot be seen until our own perspectives on gender evolve.
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Calhoun, Susan. "When Good People are Happy People: Looking at Emotional Expressivity of Student-Centered Junior High School Teachers." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195365.
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Learning emotional responsibility, including emotionally letting go, is an important part of the development of every teacher. When letting go is difficult, it can be helpful to have examples of people who have already matured. This study focuses on the emotional stance, or awareness, of eight effective student-oriented teachers. Sixteen different teachers, from six different middle schools were recommended by their principals as excellent classroom managers. From these, eight were chosen who demonstrated clear authority and a student-centered approach. These eight teachers were interviewed according to the Hilda Taba method for the Interpretation of Data (Maker and Schiever 2005). The questions were structured to help teachers consider their feelings and attitudes as causes of events. When the interviews had been transcribed, they were examined for common emotional dispositions. The dispositions found included those that orient teachers toward perspective taking, considering students to be their own authority, desiring relationships with students, having a positive attitude and being emotionally present. Implications for education include allowing students to determine a portion of their final evaluation.
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Alindekane, Leka M. "Student nurse-educators’ at a nursing school in the Western Cape, perceptions of teacher identity from a personal knowledge perspective." University of the Western Cape, 2014. http://hdl.handle.net/11394/4178.
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Magister Curationis - MCurTeacher identity is regarded as an important disposition when it comes to training would-be teachers, irrespective of the field of study. It is during the teaching practice experience that student nurse-educators transit from their preconceived identity as a student to accepting the teacher identity. It is expected that for student to acquire this identify they require profound knowledge in subject content, pedagogy and didactic knowledge, so as to perform their professions effectively. Although the focus of teaching is the student teachers, attention is sometimes focused more on the nursing facilitators rather than on the nursing student teachers who are becoming teachers. However, good nursing training should also take into consideration the perceptions of nurse student teachers on the teacher identity. This study sought to describe student nurse-educators’ perception of teacher identity with respect to the subject matter, pedagogy, and didactic expertise at a School of Nursing, University of the Western Cape. The quantitative research approach, using the descriptive design was employed to guide the study. Data was collected by means of a self-administered questionnaire using a five point Likert scale. A list of students in master’s education programme was utilised as the sampling frame. The sample included the Masters students in nursing education programme who have completed their theoretical courses and teaching practice. The Statistical Package for Social Science software (SPSS) version 22 was used in the analysis of the survey. The study showed that teacher identity of student nurse-educators is strongly related to their perceived level of knowledge of expertise in subject matter (34%) followed by a grasp in didactics (33.28%). Teacher identity was less perceived in mastering knowledge related to pedagogy (33.12%). While the average median were 3.50 for subject matter, 3.54 in didactics and 3.50 for pedagogy. The relation between knowledge of expertise in subject matter, pedagogy and didactics were established after performing Kendall tau-c test. The link between gender and subject matter, pedagogy and didactics revealed no significant association. No significant difference was found between males and females respondents perceptions with regards to subject matter and didactics; while significant difference was found with didactics. The findings make a contribution to the body of knowledge in the nursing education field, and could contribute to improve the competency and quality in the practice of nursing education. With regards to the speculation on identity formation and development issues, it is hoped these findings will provide greater understanding of the difficulties student nurse-educators experience as they construct individual identities as teacher.
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Weatherwax, Amanda Luke. "Becoming Teacher: How Teacher Subjects Are Made and Remade in Little Turtle High School's Teacher Academy." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1271103334.
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Sawyer, Abigail E. "Student identities in a mathematical community of practice : radical visible pedagogy and the teacher collective." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63818/1/Abigail_Sawyer_Thesis.pdf.
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This study investigated the practices of two teachers in a school that was successful in enabling the mathematical learning of students in Years 1 and 2, including those from backgrounds associated with low mathematical achievement. The study explained how the practices of the teachers constituted a radical visible pedagogy that enabled equitable outcomes. The study also showed that teachers’ practices have collective power to shape students’ mathematical identities. The role of the principal in the school was pivotal because she structured curriculum delivery so that students experienced the distinct practices of both teachers.
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Zenisek, Joseph M. "How Do Youth and Adults at a Rural High School Conceptualize the Role of Student? An Investigation of the Student Role Identity Standard at the Intersection of Student and Teacher Perspectives." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1829.
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Over the past decade, engaging student voice has emerged as an approach to increasing meaningful student involvement in schools towards meeting adolescents' developmental needs for agency, efficacy, and sense of belonging. Central to student voice work is the re-creation of student-teacher and student-organization relationships, generating student identity roles that are fundamentally different from the roles traditionally allocated to students. Conventional concepts of student roles by both adults and youth can act as barriers to increasing student voice. The goal of this study was to develop a better understanding of student role identity. Applying a critical ethnography approach in the context of participatory action research, a situated description of the student role within the organizational context of a rural high school was developed from the perspectives of students and teachers through the use of an online software platform. Keeping with student voice values and participatory action research protocols, students took a central role in developing and piloting survey questions, interpreting and organizing responses, reviewing the results, and presenting them to the school community. The data revealed both the aspirations and limitations of the student and teacher conceptions of the student role. Conventional notions of student identity dominated the role descriptions, and were generally consistent across student and teacher responses. Significant areas of divergence between student and teacher constructs included the explicit temporal orientation toward the future exclusive to the student responses, the engagement in academics that dominated the teacher submissions and rankings, and the conception of the student as a citizen/community member that was found only in the teacher responses. The results suggested an inclination on the part of both students and teachers to increase opportunities for students to inform and influence policies and practices at all levels of the school organization. Presentations of the study results to the school community by the student researchers have induced some systemic reform toward promoting student voice.
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Price, Maggi. "The Effects of Identity-Based Victimization on Youth: An Intersectional Examination of Mental Health, Academic Achievement, and the Impact of Teacher-Student Relationships." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107608.
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Thesis advisor: Belle LiangWhile a large body of research has established high prevalence rates of discrimination (i.e., unfair treatment because of perceived or claimed membership in a particular identity group) in youth and its negative impact on both mental health and academic outcomes (Fisher, Wallace, & Fenton, 2000; Russel et al., 2012), less is known about the effects of identity-based bullying (i.e., verbal or physical assaults targeting identity(ies)). In addition, very few studies examine both everyday forms of discrimination and identity-based bullying, and even fewer assess the differing experiences of youth with intersectional identities (i.e., multiple oppressed identities; Garnett et al., 2014). Finally, no studies to date have examined the potentially protective role of teacher-student relationships for youth facing identity-based victimization. The current study sought to examine the impact of identity-based victimization (i.e., discrimination and identity-based bullying) on mental health and academic achievement in a large and diverse sample of youth who were assessed longitudinally. To capture the complexity of the outcomes associated with identity-based victimization for youth with an oppressed gender identity, sexual orientation, and/or race, an intersectional framework was used. Finally, the present dissertation examined the role of teacher-student relationships as a potential source of protection for students facing identity-based victimization. Results from the present study indicated that identity-based victimization is a pervasive problem that is negatively associated with mental health and academic achievement in adolescents. Findings suggested that intersectional students face a higher risk of experiencing identity-based victimization, and mental health challenges when confronted with above average discrimination. Autonomy-enhancing and positive teacher student relationships had a moderating effect on the association between identity based victimization and mental health for some youth, but not others. Implications of these findings for research, assessment, and intervention are discussed
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Pausigere, Peter. "Primary maths teacher learning and identity within a numeracy in-service community of practice." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017183.
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This study focuses on the processes of primary maths teacher learning and how their identities and practices evolve in relation to participation in a primary maths focused in-service teacher education programme, called the Numeracy Inquiry Community of Leader Educators (NICLE).Additionally it investigates activities, relations and forms of participation within the Community of Practice (CoP) which enable or constrain evolving primary maths identities and practices and how these relate to the broader context. The study draws from the situative-participationists (Lave, 1996; Wenger, 1998; Sfard & Prusak, 2005; Wenger et al, 2002) theoretical framework supplemented by Bernstein’s (2000) pedagogic identity model. Using a qualitative educational interpretive approach I sampled 8 primary teachers drawn from NICLE and gathered data through participant observations, interactive interviews, document analysis and reflective journals. Analysing the key data themes that emerged from teacher learning stories, which I have called stelos, the study explains the nature of the primary maths teachers’ learning, transformation and participation experiences in NICLE using the synonyms reinvigoration and remediation and activation and relating these semantics to the teachers’ mathematical identities and histories. The study also explains the processes through which primary maths teacher identities evolve in relation to participation in an in-service CoP as ‘insiding’ and ‘outcropping’. Interpreting qualitative data from the empirical field indicates that teachers participating in NICLE mostly took-up into their maths classrooms key numeracy-domain concepts, resources and issues presented by primary maths experts which are informed by research and theory that link to practices. Teachers collaboratively and actively engaged in a range of activities that relate to classroom practices. Teacher learning was also enabled when teachers engaged in maths overlapping communities of practice, shared classroom experiences in friendly ways with fellow NICLE teachers and engaged with NICLE presenters who mutually respected and regarded them as professionals. Such affordances were said to enable teachers to engage learners in maths classes and improve their understanding of specific primary maths concepts. On the other hand teachers felt challenged by the travelling distance, limited time and also raised the tension of how to scale-up maths professional development initiatives to include schools from their community. The study makes a theoretical contribution by illustrating how Bernstein’s pedagogic identity model and its elaboration by Tyler (1999) provides analytical tools to interrogate macro educational changes and connect these to the micro processes and teacher identities.
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Pearce, Kathryn. "Impossibilities and Missing Pieces: An Auto-Ethnographical Approach to Exploring Teacher Identity Formation in Art Education from a Lacanian Perspective." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1355003651.
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Aldrich, Debora Lynn Hill. "Heteroglossia and persuasive discourses for student writers and teachers: Intersections between out-of-school writing and the teaching of English." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/5405.
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Research studies have investigated issues in the teaching of writing, particularly at the elementary and university levels. Studies of out-of-school writing done by adolescents have focused on digital contexts and social media. This study examines the intersections of the out-of-school and in-school writing worlds of three high school writers: a poet, a novelist, and a contest essay writer. I use data gathered over seven years from the student writers and four of their English language arts teachers. Research questions focused on how notions of student writers and the teaching of high school English might be informed by the ways student writers described their out-of-class writing and motivation for writing, how their teachers developed and implemented their philosophies and practices in teaching writing, and how the student writers developed their internally persuasive discourses about writing. In analyzing case study data to answer these questions, I used constant comparison analysis and narrative inquiry analysis, drawing upon theories of heteroglossic discourses, figured worlds, and writing identity. My findings show that in the intersections of out-of-school and in-school writing experiences, students select some writing practices and discourses from their teachers to adopt or adapt, such as developing writing processes, participating in writing communities, and caring about writing. They complicate their definitions of writing, however, as they create figured worlds of writing in which they explore identity, navigate and negotiate complex emotions, and receive recognition. The students illustrate their dialogism with writing discourses in stories of improvisation in which they find power and enact resistance. I argue that writing teachers need encouragement, education, and agency to entertain more complex perceptions of student writers and teaching writing to support students for future personal, academic, career, and public discourse worlds.
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Fisher, Anne. "What influences student teachers' ability to promote dialogic talk in the primary classroom?" Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3216.
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This thesis examines what it is that enables postgraduate student teachers to promote the recently introduced curriculum innovation, dialogic talk, in primary classrooms. Drawing on literature relating to the way talk has been enacted in English classrooms for the last thirty five years, it suggests that patterns of verbal interaction have continued to prove resistant to change, despite policy imperatives and university courses. Adopting a collaborative action research approach, data were collected in three cycles over three years to investigate the perceptions of three successive cohorts of postgraduate students of the role of talk in learning, and the place of the teacher in developing it. Using a sociocultural lens, students’ conceptual and pedagogic understanding of dialogic talk, and their ability to promote it, is examined in depth through nine case studies, as are the factors which the participants themselves identify as enabling or inhibiting engagement with innovation. It is suggested that the lack of a commonly agreed definition, and of readily available theoretical guidance, has reduced dialogic talk to just another label. As such, it can play no significant part in developing practice beyond rapid question-and-answer routines of ‘interactive teaching’ and the potentially reductive IRF (Initiation, Response, Feedback) script recorded by researchers (Mroz et al, 2000; Myhill, 2006) before, and after the inception of the National Literacy Strategy (1998a). Turning to the role of the university, it questions the place of the ‘demonstration lesson’ and whole cohort lectures, urging that significant changes need to be made to the role of the teaching practice tutor, and the nature of ‘partnership’ between schools and university departments. Finally, it speculates that without a significant change in the way university departments examine, and address, the values, attitudes and memories of talk that student teachers bring with them from their own primary classrooms, there will continue to be replication of practice.
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Nelding, Anna. ""Han lät mig tjorva till det, sen pratade vi om det och fixade det tillsammans" : Fyra lärarstudenters upplevelser om vad som bidragit till utveckling under den verskamhetsförlagda utbildningen." Thesis, Högskolan i Gävle, Pedagogik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36431.
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Syftet med den här studien har varit att beskriva lärarstudenters upplevelser av sin verksamhetsförlagda utbildning (vfu) under lärarutbildningen. Studien belyser studenternas upplevelser om den verksamhetsförlagda utbildningen i allmänhet och av sin utveckling under vfun i synnerhet. Tidigare forskning visar att studenters upplevelser av verksamhetsförlagd utbildning är varierande. Olika faktorer påverkar utvecklingen under den verksamhetsförlagda utbildningen och resultat visar att den kan anses som en komplex process där bland annat relationer och skolkulturer på skolor och förskolor påverkar studenternas måluppfyllelse. Frågeställningarna som studien utgick från var: Vilka förväntningar har studenterna på den verksamhetsförlagda utbildningen? Vilka faktorer upplever studenterna bidrar till deras utveckling under den verksamhetsförlagda utbildningen? Empirin inhämtades genom kvalitativa, semistrukturerade intervjuer samt genom analys av studenternas portfoliotexter. Ur analysen framkom tre teman: förberedelser/förväntningar, motivation samt handledning. Resultatet visar att studenterna har identifierat sitt lärande under vfun genom eget intresse, god handledning och trygga relationer på förskola/skola. Tillit och förtroende från arbetslag och handledare har också visat sig bidra till upplevd utveckling från studenterna.
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Diaz, Pe?a Jesus D. "The Importance of National Identity in Social Studies Classes in Puerto Rico| An Examination of Teacher and Student Perceptions of "Lo Nacional"." Thesis, University of Missouri - Saint Louis, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10277753.
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The Commonwealth of Puerto Rico, an unincorporated territory of the United States, is home to approximately 3.4 million U.S. citizens. The literature on Puerto Rican national identity (PRNI) describes how and why it has been debated on the island for more than five hundred years throughout the colonial trajectory, once under Spain and now as a commonwealth of the United States.
The education system in Puerto Rico, and particularly the social studies curriculum, has been used to promote particular ideologies regarding national identity. This study identifies what middle school teachers teach about PRNI and how seventh grade students identify themselves in terms of national identity. The investigation of curriculum delivery examines the elements that foster the Puerto Rican national character. Social studies educators who neglect the multiplicity of Puerto Rican identities fail to acknowledge that educational practices should be inclusive of the diverse understandings of PRNI. Such an acknowledgment needs to be incorporated to social studies classes where teachers discuss Puerto Rico’s relationship with the United States. Examining social studies classes in Puerto Rico becomes the ideal context to develop conjectures about PRNI that include a transnational identity beyond the nation-state paradigms.
Using a mixed method approach with a concurrent embedded strategy, I identified student perceptions about PRNI, which differ from those of educators. Teachers’ perceptions, citizenship, ethnic identity, and political ideology become intertwined with the delivery of social studies classes. Nevertheless, students develop their own perceptions of PRNI with only minor reference to the social studies class.
Students express dissatisfaction with their social studies classes. They also assign a high level of importance to PRNI, express a strong feeling of belonging to the Puerto Rican nation, and describe markers of national identity. The previous categories become pivotal considerations for the assessment of content-rich social studies lessons.
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Willis, Jillian Ellen. "Towards learner autonomy : an assessment for learning approach." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/45498/1/Jill_Willis_Thesis.pdf.
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Using Assessment for Learning (AfL) may develop learner autonomy however, very often AfL is reduced to a set of strategies that do not always achieve the desired outcome. This research adopted a different approach that examined AfL as a cultural practice, situated within influential social relationships that shape learner identity. The study addressed the question “What are the qualities of the teacher-student relationship that support student learning autonomy in an AfL context?” Three case studies of the interactions of Queensland middle school teachers and their classes of Year 7, 8 and 9 were developed over one year. Data were collected from field notes and video recordings of classroom interactions and individual and focus group interviews with teachers and students. The analysis began with a close look at the field data. Interpretations that emerged from a sociocultural theoretical understanding were helpful in informing the process of analysis. Themes and patterns of interrelationships were identified through thematic coding using a constant comparative approach. Validation was achieved through methodological triangulation. Four findings that inform an understanding of AfL and the development of learner autonomy emerged. Firstly, autonomy is theorised as a context-specific identity mediated through the teacher-student relationship. Secondly, it was observed that learners negotiated their identities as knowers through AfL practices in various tacit, explicit, group and individual ways in a ‘generative dance’ of knowing in action (Cook & Brown, 2005). Thirdly, teachers and learners negotiated their participation by drawing from identities in multiple communities of practice. Finally it is proposed that a new participative identity or narrative for assessment is needed. This study contributes to understandings about teacher AfL practices that can help build teacher assessment capacity. Importantly, autonomy is understood as an identity that is available to all learners. This study is also significant as it affirms the importance of teacher assessment to support learners in developing autonomy, a focus that challenges the singular assessment policy focus on measuring performance. Finally this study contributes to a sociocultural theoretical understanding of AfL.
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Hatfield, Lisa Janie. "The Scholarship of Student Affairs Professionals: Effective Writing Strategies and Scholarly Identity Formation Explored through a Coaching Model." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2311.
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Student affairs professionals work directly with university students in various programs that provide services to these students. From these experiences, they collect daily valuable insights about how to serve students successfully. Yet, in general, they are not publishing about their work even though dissemination of such knowledge through publication could positively impact programs and services across many institutions. My dissertation explored what happens when mid-level student affairs professionals pursue scholarly writing during a structured program intended to help participants produce manuscripts for publication. In working with five professionals in student services at a large urban institution in the Pacific Northwest region of the United States, I learned about participants' identities as scholars as well as which writing strategies they found effective. I worked with participants using case study and action research methodologies and used writing coaching as an intervention to support the tenets of autonomy, competence, and relatedness as defined by Self-Determination Theory. Participants viewed strategies that created a habit of practice that fostered writing to be the most effective. Participants varied in how they viewed themselves professionally along the scholar-practitioner continuum. Leadership can create environments to foster scholarship among student affairs professionals. I give recommendations not only for senior student affairs officers but also for graduate programs in higher education as well as national student affairs organizations to promote research and writing in the profession. Lastly, I share recommendations for further research.
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Al-Jadidi, Nadia Ahmed A. "The professional preparation, knowledge and beliefs of kindergarten teachers in Saudi Arabia." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3892.
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The study used Social Cultural Theory as an analytical framework to understand the professional preparation of kindergarten teachers in the Kingdom of Saudi Arabia (KSA). A multi-method approach to data collection was adopted, involving a questionnaire, interviews and documentary analysis of both the pre-school curriculum in KSA and the programme content. Both qualitative and quantitative approaches were therefore employed to achieve the research objectives. The research methodology was based on the interpretive approach and included a case study. The participants were student-teachers studying on the four-year teacher training programme at one of the universities in KSA. Responses to four hundred and nineteen questionnaires completed by student-teachers across the four years of the programme were analysed, and a detailed case study involving 32 student-teachers was carried out. These student-teachers were interviewed three times each over three terms, with a focus on the nature of their knowledge and beliefs. The quantitative and qualitative data were analysed using SPSS to summarise the results of the closed questions in the questionnaire and to compare the differences between the student-teachers’ perspectives in each study year. All interviews were taped and transcribed. The data were coded and recoded several times using the continuous comparative process. When broad categories/themes emerged, these created sub-categories. Similarly, the data gained from the questionnaire’s open-ended questions were also analysed qualitatively. The findings focus on the results from the questionnaire for each study year, followed by a direct comparison of student-teachers’ knowledge and beliefs across the four years. The findings from the interviews with student-teachers are presented separately for each study year in order that the development of their knowledge and beliefs over the four-year programme can be seen. The findings revealed that student-teachers’ beliefs and their knowledge were closely linked. Although student-teachers’ knowledge developed as a result of their learning, some of their beliefs about Early Childhood Education (ECE) in general seemed to remain stable over the period of their university course. Many factors influenced the training of the student-teacher within Saudi culture and practices, such as the cultural context, the society, national policy, religion, module content, styles of teaching, visits to kindergarten, self-learning, and others’ knowledge/experience and support. These others included friends, other student-teachers, and relatives who were studying on the kindergarten programme or worked in the field of ECE. The findings showed that student-teachers built their teaching identities on the wider social-cultural purposes of education in Saudi society, which were consistent with expectations of their roles in society. However, various constraints related to the university context, to the kindergarten context and to the social-cultural context influenced their preparation as teachers. The study indicated many limitations to the current apprenticeship approach, due to the predominantly transmissive style of education at university. Student-teachers were not progressively immersed in a more fully developed apprenticeship model in which teachers learnt about the cultures and practices of ECE within the contexts of practice. This study strongly challenges a system where student-teachers only have one term of teaching practice. It is argued that teaching practice should start much earlier in the programme and be extended. A model for developing professional preparation programmes of Initial Teachers (IT) in the field of ECE is presented. Implications arising from this study and recommendations which could improve Teacher Education (TE) in KSA are outlined. Finally, suggestions for further research are presented.
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Stultz, Larry Michael. "Cultural Identity, Voice, and Agency in Post-Secondary Graphic Design Education: A Collective Case Study." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-03312006-180729/.
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Thesis (Ph. D.)--Georgia State University, 2006.Title from title screen. Deron Robert Boyles,committee chair; Jennifer Esposito, Heather Olson, Susan Talburt, committee members. Electronic text (194 p.) : digital, PDF file. Description based on contents viewed May 23, 2007. Includes bibliographical references (p. 182-189).
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Fraser, Johanna Dorothea Catharina. "'n Eksploratiewe studie na die identiteitsbeeld van 'n mentor." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-09252008-135754/.
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Kaya, Havva Eylem. "Stereotyped Gender Role Perceptions And Presentations In Elementary Schooling: A Case Study In Burdur (2001-2002)." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12604939/index.pdf.
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A schooling system that claims to offer its students the opportunities to develop their
talents and help towards self-determination in their adult lives might be expected to
have a career structure itself that demonstrated these virtues, one in which there was
equality of the genders in positions of influence and leadership, and no gender
stereotyping of roles. Apart from the fairness and consistency of that expectation, it
is also reasonable to expect the neutral template of teacher employment and textbook
selection in schools.
Many children may grow up with few books in their homes but lots of those in their
schools. Many of the textbooks used in elementary schools, according to recent
studies, contain gender stereotypes. In these, females are rarely found as central
characters and when they appear at all, they are often passive figures dependent on
male characters. Women are frequently shown in domestic rolesin most textbooks it is assumed that only males '
go out to work'
whereas daughters are the best helpers of their mothers whose sons are allowed to do what they wish. In the light of those allegations, this research is designed as a case study which addresses itself to the aim of looking into stereotyped gender role presentations existing in elementary school textbooks used by the students studying at 1st-5th grades in 2001/2002 academic year of an elementary school placed in Burdur and to see whether these students are affected by the exposure of those stereotyped gender role presentations. For this purpose, the textbooks being studied are analyzed according to pre-set categories to deduce how they include stereotyped gender role presentations and the evaluation of the effects of that exposure on students are made by asking 1st-3rd grade students to draw and 4th-5th grade students to write compositions on a given topic. This study also attempts to find out both whether Turkish elementary school teachers teaching at 1st-5th grades are aware of stereotyped gender role presentations in those textbooks that they use and their own points of view about stereotyped gender role presentations via interviews carried out with them. In conclusion, stereotyped gender role presentations are encountered in those analyzed school textbooks studied at 1st- 5th grades in 2001/2002 academic year of the elementary school placed in Burdur and the perceptions of those presentations are also obtained in the drawn and written productions of the students studied at the same school. Through the teachers'
interviews, various kinds of perceptions towards gender role concept and its stereotyped presentations that take place in those textbooks are observed in their sayings
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Beirão, Ana Maria Bernal Palmeiro Lopes. "Relatório de prática de ensino supervisionada relativo ao ano lectivo 2010/2011 na Escola Secundária/3 da Rainha Santa Isabel, em Estremoz." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/11824.
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O processo de ensino-aprendizagem pressupõe uma relação complexa entre professor, aluno e currículo. Desta relação, tendo em conta os factores que lhe são inerentes, deve resultar o crescimento dos dois intervenientes no processo: do docente enquanto construtor da sua identidade profissional e do aluno enquanto utilizador de competências específicas adquiridas na escola, necessárias à sua integração, em pleno, na sociedade. Neste relatório, pretendemos reflectir sobre as práticas lectivas e sobre o papel desempenhado pelo aluno enquanto objecto das estratégias utilizadas na sala de aula, tendo como principal objectivo a melhoria das aprendizagens; ### ABSTRACT:
The teaching-learning process involves a complex relationship between the teacher, the student and the curriculum. From this relationship, taking into account the factors that are inherent, it should result the growth of the two interveners in the process: the teacher while constructor of his professional identity, and the student as user of specific skills acquired in school which are necessary for its full integration in the society. In this report we intend to reflect on the teaching practices and the role played by the student as object of the strategies used in class, having as main purpose the improvement of the learning process.
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Keidan, Joshua. "Learning, Improvisation, and Identity Expansion in Innovative Organizations." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1586874155982614.
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Moore, Catherine. "Learning to see, seeing to learn: The learning journey of three pre-service teachers in a video club setting." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1597.
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This study sought to develop a deeper understanding of the phenomenon of professional growth in pre-service teachers during their final practicum. The research was situated in a primary school and involved three pre-service teachers with widely differing backgrounds who brought differing experiences to the practicum. The study identified personal and contextual variables that affected the pre-service teachers’ professional growth and explored how professional discourse within a learning community of peers, informed by multiple perspectives on teaching practice that were facilitated by video, influenced professional growth.
This qualitative research project used a broad phenomenological approach in that the methods used were designed to illuminate the process of a pre-service teacher becoming a teacher. Data were gathered over a six month period using semi-structured pre and post interviews, direct observations, video recordings of lessons, audio recordings of video discussion meetings, student questionnaires, and written feedback and reflections. Triangulated data from multiple sources were collated for each case, then open coded and grouped into themes. Cross-case analysis identified patterns in the emerging themes across all three cases, forming the basis for the discussion.
This study found that pre-service teachers’ beliefs about the roles of teachers and learners influenced their approach to teaching during their final practicum; their approach to the use of feedback for their own learning; and, their response to pressure during their practicum. Pre-service teacher motivation and capacity to interpret and act on mentor feedback was shaped by the mentoring relationship, which in turn was influenced by mentors’ beliefs about their own role, and their expectations of pre-service teacher capabilities upon arrival. The inclusion of video in a purposeful, reflective process enabled pre-service teachers to relive their experiences and to recall the affective factors that influenced their thoughts and actions as they were brought back into the moment of noticing, reasoning and acting. This decreased pre-service teachers’ reliance on mentor feedback and gave them an opportunity to triangulate evidence about their practice and interpret that evidence in a way that continually refined their understanding of teaching and learning. Importantly, this study found that pre-service teachers’ capacity to adapt practice, and to grow as a teacher, is filtered through an affective lens.
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Wilt, Mary E. "Becoming a Teacher in Multiple Voices: An Exploration of Teacher Identity Formation Among Teachers of Students with Autism Spectrum Disorder." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4614.
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The purpose of this study was to explore the formation of teacher identity among four teachers of students with autism spectrum disorder (ASD) and my own by examining our perspectives, influences, and experiences at different points in our careers and determining the similarities and differences that exist in our professional and educational experiences. This study focused on how teacher identity is defined within the field of education, the current literature on teacher identity formation, and the importance of understanding the formation of teacher identity among teachers of children with autism, as well as how my own teacher identity has been formed. Throughout my research, I specifically emphasized the relationships between formation of teacher identity and teachers' experiences in and out of the classroom, the transformation or evolution teachers' identities during their careers, and the characteristics and experiences that specifically distinguish teachers of children with autism from other teachers. These main themes were guided by the concept that teacher identity is not only initially formed, but is a constantly evolving and complex process that is affected by teachers' experiences, interactions, influences, and personal and professional growth.
Through purposeful sampling, four teachers of children with autism in self-contained elementary classrooms within public schools were chosen to participate in this study. Data collection consisted of semi-structured interactive interviews, critical friends' sessions, and the creation of three artifacts by each participant. Artifacts for this study aided the participants in giving a more holistic view of their identities as teachers of children with autism. Artifacts consisted of teacher self-portraits with reflective prompts, buckets of their experiences with detailed explanations, and, photo journaling. Critical friends' sessions were utilized as a setting to reflect on and discuss each participant's artifacts. Both the critical friends' sessions and the creation of artifacts were based on the work on Samaras' (2011) self-study concept. During analysis, data were coded and categorized based on themes, topics, and key-words-in-context derived from a codebook created for this study. Max QDA, qualitative data analysis software, was utilized to code written data, pictures of the artifacts, and the multi-media critical friends' sessions. Codes were then merged and overall themes, similarities, and differences among participants were noted.
Narrative inquiry, self-study, and autoethnography were utilized to tell the stories of each of the participant as well as to juxtapose my own story with theirs. Findings indicated that these four teachers, like myself, have had similar experiences teaching children with autism, which are in some cases vastly different than the experiences of their colleagues who do not work with this population of students. The findings further indicate that these teachers were all attracted to this specific field because of their home and educational backgrounds. Overall teacher identity was created and transformed through a combination of life events and memorable moments in their teaching careers.
Implications of this study include the need for teacher learning communities for teachers of children with autism, support, and communication among veteran teachers of children with autism with the beginning teachers in the same field, and the need for teacher reflection when working in a position needing the utmost commitment and dedication. Narrative inquiry, the act of storytelling, will offer teachers, who may be struggling, the opportunity to compare their own experiences and find support through stories of teachers who have similar teacher identity formation experiences.
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Hasinoff, Shelley. "The effect of alienation on the professional identity of student teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0001/NQ31988.pdf.
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Sprott, Katherine R. C. "A study of racial identity and the dispositions of student teachers." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/415.
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Schauer, Margaret. "Awakened to Inequality: The Formative Experiences of White, Female Teachers that Fostered Strong Relationships with Low-Income and Minority Students." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449429201.
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