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Dissertations / Theses on the topic 'Teachers work'
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1
Helsby, Gill. "Educational reform, teachers' work and teacher professionalism." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310453.
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Bergehamn, Marcus. "Transformation? : A case study of teacher trainees' views on their future work as teachers compared to new teachers' views on their work." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10636.
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The purpose of this essay is to find out if there are any differences between what teacher trainees expect and what teachers claim in a number of areas in English teaching at upper secondary schools. More specifically, are there any differences in expectations and claims between the two groups when it comes to the use of course books, the national tests, setting grades, grammar teaching and the use of movies in course A English. The involved trainees were on their last year of teacher training and the involved teachers had worked for a maximum of two years. In order to carry out the research, both quantitative- and qualitative interviews with teacher trainees and teachers were done. In the quantitative interviews, trainees and teachers answered questions about the mentioned topics and were also asked to write what they expect or claim to be the most difficult and easy area in the English teaching classroom. In addition, the qualitative interviews with six trainees and teachers gave voices to what the two groups declared. According to my findings, there are differences in all but one topic. The conclusion also suggests what can be made in teacher training education in order to declare the gap between trainees and teachers become smaller.
3
Draper, Janet. "Reflections on teachers' work and careers." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/29090.
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This commentary reflects upon a set of papers relating to teachers’ work which are significant for a number of reasons. Firstly they begin to fill a gap in the understanding of the experience of Scottish teachers, and how they see their work and careers in teaching. Secondly the research has impacted, with other forces, upon policy at national level, by raising awareness of teachers’ experiences of employment and support within a context where the focus of rhetoric is long-term professional development. Arrangements for the support of new teachers have now changed. The analysis presented here sets the papers’ findings in a wider context of the changing nature of work and of career, and of the shape these take in teaching, and questions assumptions made about the current and future nature and length of teachers’ careers. Teachers’ work is work, public sector work and professional work and each additional characteristic shapes its nature. Contextually, globalisation and new managerial agendas have brought changes in work and career and the findings of the papers are analysed within this framework. The Scottish context, with its educational history, ways of working and recent changes in teachers’ work, provides its own unique setting for understanding teachers’ work and the impact of modernisation. It is concluded that while some common effects of modernisation are clearly identifiable for Scottish teachers’ work, satisfaction with autonomy unusually remains high. The new arrangements for teachers following from the implementation of the McCrone agreement are considered as a force for sustaining that satisfaction.
4
Staric, Slak Ann Marie. "Teachers' work, making the invisible, visible." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0021/MQ56818.pdf.
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Kickbusch, Steven. "How learning designers work with teachers." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235922/1/Steven%2BKickbusch_PhD_Thesis_2022%282%29.pdf.
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This thesis investigates the relationship between learning designers and teachers by addressing the question: How do learning designers work with teachers to develop their capability to design for learning? It explores the role of learning designers as both co-designer and coach through studies into the way that these roles play out during learning design sessions and the methods available for investigating them. It investigates how learning designers facilitate teachers’ development in three ways: design mindshift progression, design for learning skills and processes, and pedagogical skills for enacting learning designs.
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Epp, Stephanie Ann Moss Rita Kay. "Conditions affecting Illinois National Board Certified Teachers' decisions to work in hard-to-staff schools." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1441197941&SrchMode=2&sid=9&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1216224113&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2007.Title from title page screen, viewed on July 16, 2008. Dissertation Committee: Kay Moss (chair), Paul Vogt, Thomas Crumpler, Lara Handsfield, Barnett Berry. Includes bibliographical references (leaves 150-163) and abstract. Also available in print.
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Barnett, Jennifer Ann. "Developing a school based science curriculum: Teachers' work as language work." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/4.
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While it is widely recognised that language is consequential in teachers' work within the classroom, this thesis argues that it is also consequential in their curriculum development work outside the classroom. The study takes a phenomenological approach based in a single school, and the key data sources are transcripts of teachers' meetings held to develop a new curriculum framework for their junior secondary science classes. The broad aims of the study are to better understand the ways in which language is consequential in that work, to consider the implications these have for understanding school based curriculum development, and to identify the kinds of language-related knowledges that support teachers' curriculum development activity. The review of literature in Chapter 2 focuses initially on constructions of the teacher, the teaching labour process, and teacher knowledge, with an emphasis on the place of language within such constructions. Three currently dominant perspectives on curriculum development are then identified: curriculum development as task, as policy making and as teacher agency. While the consequentiality of language is implicit in each of these perspectives, it is not given any priority, suggesting the value of a phenomenological study focusing specifically on the consequentiality of language in teachers' school based curriculum development.
8
Sclan, Eileen Mary. "The effect of perceived workplace conditions on beginning teachers' work commitment, career choice commitment, and planned retention /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396349.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Includes tables. Typescript; issued also on microfilm. Sponsor: Linda Darling-Hammond. Dissertation Committee: H Jane Rogers. Includes bibliographical references (leaves 170-184).
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Wong, Wang-fai Rochester, and 黃宏輝. "Hong Kong teachers' experience on project work." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196266X.
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Wong, Wang-fai Rochester. "Hong Kong teachers' experience on project work." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472595.
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Li, Yeun Ling. "The work of teaching : understanding teacher development of kindergarten teachers in Hong Kong." Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/30954.
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In the child-centred approach, which is an integral part of early childhood education, child development is facilitated through interaction with the social and physical environment. Kindergarten teachers in Hong Kong have been criticized for not incorporating this perspective into their practice. This failure is often justified by the pressure of external constraints such as the demands of the academic curriculum, parents' expectation of success and the emphasis on discipline within the Chinese culture. The aim of this study was to explore the extent to which such constraints were affected by the stage of a teachers' professional development. The classroom practice of nine Hong Kong kindergarten teachers was analyzed and post lesson interviews were carried out. These nine case studies attempted to identify the various coupling strategies used by analyzing the curriculum management, pupil-teacher interaction and classroom management procedures operating inside each classroom. The data suggested that the professional development of all nine teachers was limited by their inability to extend their thinking beyond their own personal concerns so that the needs of the children were not the major determinant of their classroom practice. Instead, external constraints dominated the teachers' thinking. All the teachers were competent in time management but appeared to lack awareness of the conditions necessary to teach 'for understanding' rather than for 'knowledge acquisition'. Various ways of bringing about a transformation in teachers' thinking to improve the quality of the children's learning experience are considered. It is argued that to confront and modify the teachers' personal beliefs cognitive dissonance must be induced as a first step in this process of re-orientation. The presence of suitable role models during training is also essential. The relative merits of 'action research' and joint collaborative activity with experts (in the form of 'assisted performance' or 'apprenticeship') are also discussed.
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Smith, Janet Stuckey, and n/a. "Male primary teachers: the experience of crossing-over into pink-collar work." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20060427.111729.
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Over the past decade, the lament that 'we need more male primary school teachers' has
flourished in media and populist discourse, within education systems and in government
inquiries in both Australia and the rest of the Western world. Whilst this discourse commonly
assumes that more male primary teachers will benefit both boys in schools and society in
general, other important considerations are silenced and overlooked and attention is seldom
paid to the experience of male primary school teachers.
This study explores the experience of male primary school teachers and the prevailing societal
discourses about them. It focuses on their experience of crossing over into a career that is
commonly regarded by society as 'women's work', and charts the advantages and
disadvantages they face as a result of their maleness. The understandings that are found
within this study are informed by relevant literature and by data emanating from media
discourse analysis, statistical analysis and life history interviews.
As a result of examining the relevant literature and data, this study has found that the
experience of male primary teachers is likely to be complex, contradictory and problematic.
Whilst some of their experiences are similar to those of female primary teachers, this study
only focuses on the part of their experience that differs from female teachers and is the direct
result of their maleness. Their choice to cross-over into women's work such as primary
teaching appears to yield a unique and complex mixture of experiences that are poorly
understood by both themselves and others. In particular, it is apparent that they experience a
vexing combination of advantages and disadvantages as a result of being a male in women's
work. This study has identified eight categories of disadvantage and four categories of
advantage that the males experience. The various sources of literature and data have differing
constructions as to whether the males are advantaged and / or disadvantaged. Most
commonly, the sources privilege either the disadvantages or the advantages and silence the
other. More rarely, they acknowledge and accommodate both. On the whole, the
disadvantages are better articulated, understood and documented than the advantages, which
are often silenced and ignored.
In order to fully explore the experience of male primary teachers, this study has also sought to
identify the prevailing societal discourses and debates about them and to examine whether
they are affecting the experience of the males. Information about societal discourses was
found in the literature, media and life history interviews, with media discourse providing the
most significant and comprehensive data. After examining these prevailing discourses about
male primary teachers, this study has found that they have an enormous impact on the
experience of male primary school teachers. However, in contrast, the study has shown that
the experience of male primary school teachers is not contributing to, informing or shaping
either societal or media discourses. As a result, these discourses can be seen to be largely
inaccurate, unreflective and unproductive because they do not reflect the experience of male
primary teachers.
This examination into the experience of male primary teachers makes an important
contribution to knowledge because there are so few Australian studies of males who cross
over into women's work or on the sexual division of labour in contemporary Australian
society. Whilst the study produces many more questions than it supplies answers, it
nevertheless results in extremely important understandings about the experience of male
primary school teachers and crossing-over into non-traditional work. In particular, the study
reveals the problematic nature of their experience and the complex experiences, advantages
and disadvantages that they face as a result of their maleness. It also charts the unhelpful
ways that prevailing societal debates and discourses about them have been constructed. It
points to the need for new and more sophisticated societal debates and discourses about male
primary teachers that will accommodate the complexity of their experience. It is therefore
anticipated that these findings will make an important contribution to understandings about
the experience of male primary teachers and to the development of more informed societal
discourses about them. Most importantly, the study will provide a language and framework to
enable the issues that have been identified about the experience of male primary teachers to be
adequately addressed within education policy, teaching practice and teacher education
strategies.
13
Senman, Suna. "Swedish Teachers in Multicultural Classrooms." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-49124.
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Mass migration in the past five decades fills classrooms with a mix of cultures, values and national identities. Swedish teachers find themselves working in multicultural classrooms. The aim of this study is to identify the challenges teachers face and propose solutions. This study uses the qualitative research methods of grounded theory and participatory action research. This exploratory research uncovered the theory that political factors, support, self-image and multicultural competence impacted the teachers’ central task of raising Swedish citizens. Additionally, teachers reveal their tactics and proposed solutions to manage the challenges in multicultural classrooms. Teachers call for policy changes, including smaller class sizes and providing multicultural competency skills for teachers.
14
Govinda, Ishwar Lingam, and n/a. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041021.131036.
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This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC). An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriate professional preparation as future teachers. Using LTC as a case study, basic data gathering methods utilized questionnaire surveys, interviews and documentary analyses. Survey-based data were gathered from the beginning teachers to find out their perceptions of the pre-service program that they had completed. Data were also gathered from their Head Teachers to ascertain views on the beginning teachers' professional preparation for the demands of work in their schools. In addition, an interview-based approach explored the perceptions of not only the College staff but also the Ministry of Education officials with regard to the preparation of teachers in meeting the demands of work and responsibilities in the field. Documentary-based research was also used to explore matters associated with teacher preparation at LTC and to integrate the findings with the data obtained in the surveys and interviews. The study indicated that the beginning teachers were not adequately prepared for the demands of work and responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to be contributing to the perceived inadequacy of the professional preparation of beginning teachers. Lack of physical facilities and quality of educational resources together with an outdated curriculum contributed to this situation. At the same time, lack of support from the principal stakeholder in terms of staff professional development and funding was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers. An important emergent issue emanating from the study relates to colonial influence on Fiji's education in general, and teacher education at LTC in particular. Some of the problems LTC grappled with were attributable to certain features of the formalised educational system introduced during the colonial era. These aspects, such as the inheritance of the system of educational administration and centralised control, constrained the College in attempting to fulfil its professional role in an appropriate and responsive manner. The administrative system and related context, delivery and assessment elements established in education during the colonial period have been retained and not attuned to contemporary Fiji needs despite the changing times. In overview terms, the presence of these aspects appeared to have impacted negatively on College's effective conduct of its professional role and responsibilities. Further, this study provides specific insights into the pre-service primary teacher education in Fiji, in particular the importance of having relevant policies and programs to ensure the provision of an adequate and enriching professional preparation for teachers to meet the range of work commitments in the field. The study concluded that a number of factors influence the professional preparation of future teachers and these need to be considered with a view to ensuring that teachers are able to meet the demands of their profession. Based on these findings, the study recommends ways and means to improve the pre-service primary teacher education at LTC, which in turn could be expected to enhance the professional preparation of teachers and their competence within the context of teaching in Fiji primary schools. Additionally, some possible areas for future research have been suggested.
15
Govinda, Ishwar Lingam. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366112.
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This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC).
An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriate professional preparation as future teachers. Using LTC as a case study, basic data gathering methods utilized questionnaire surveys, interviews and documentary analyses.
Survey-based data were gathered from the beginning teachers to find out their perceptions of the pre-service program that they had completed. Data were also gathered from their Head Teachers to ascertain views on the beginning teachers' professional preparation for the demands of work in their schools. In addition, an interview-based approach explored the perceptions of not only the College staff but also the Ministry of Education officials with regard to the preparation of teachers in meeting the demands of work and responsibilities in the field. Documentary-based research was also used to explore matters associated with teacher preparation at LTC and to integrate the findings with the data obtained in the surveys and interviews.
The study indicated that the beginning teachers were not adequately prepared for the demands of work and responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to be contributing to the perceived inadequacy of the professional preparation of beginning teachers. Lack of physical facilities and quality of educational resources together with an outdated curriculum contributed to this situation. At the same time, lack of support from the principal stakeholder in terms of staff professional development and funding was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers.
An important emergent issue emanating from the study relates to colonial influence on Fiji's education in general, and teacher education at LTC in particular. Some of the problems LTC grappled with were attributable to certain features of the formalised educational system introduced during the colonial era. These aspects, such as the inheritance of the system of educational administration and centralised control, constrained the College in attempting to fulfil its professional role in an appropriate and responsive manner. The administrative system and related context, delivery and assessment elements established in education during the colonial period have been retained and not attuned to contemporary Fiji needs despite the changing times. In overview terms, the presence of these aspects appeared to have impacted negatively on College's effective conduct of its professional role and responsibilities.
Further, this study provides specific insights into the pre-service primary teacher education in Fiji, in particular the importance of having relevant policies and programs to ensure the provision of an adequate and enriching professional preparation for teachers to meet the range of work commitments in the field. The study concluded that a number of factors influence the professional preparation of future teachers and these need to be considered with a view to ensuring that teachers are able to meet the demands of their profession.
Based on these findings, the study recommends ways and means to improve the pre-service primary teacher education at LTC, which in turn could be expected to enhance the professional preparation of teachers and their competence within the context of teaching in Fiji primary schools. Additionally, some possible areas for future research have been suggested.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
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Nolan, Royston J. "Nurse teachers at work : an analysis of function." Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306482.
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Phillips, Emma Caroline. "The work of teachers in small primary schools." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36382/.
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A review of the literature on small primary schools identified a number of problems: a lack of a definition of 'small', poor quality of evidence, a neglect of some important issues and the general picture of teachers in small schools having different work patterns from other teachers. This study was designed to test the hypothesis that the work of teachers in small schools was distinctively different from those in larger schools. Data were gathered which were used to portray the work of the Key Stage Two teachers in two small Warwickshire primary schools. Of the seven individuals studied, two were headteachers with a dual teaching and management role. Participant observation, time diaries, interviews and systematic observation techniques were employed in order to gain a full picture of their working lives and to allow for triangulation. Analysis of the data suggested that for the case study teachers, their work did not differ markedly from that reported in other studies of teachers in larger schools. This was true both in terms of the length and distribution of their time and the means by which they delivered the curriculum. Differences arose as a result of individual personalities and the proportion of a full-time teaching contract which each held. It was hypothesised that teachers working in small schools may have undergone the most intensification of their work; again, there was little to suggest that this was true for the teachers in this study. Despite limitations in the data collected, evidence of the headteachers' work suggested that again school size was not the main influence upon their work School status and individual personalities were influential in shaping their working patterns and priorities.
18
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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Morrison, Marlene. "Teaching to time : supply teachers' lives and work." Thesis, University of Warwick, 1995. http://wrap.warwick.ac.uk/109194/.
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The central focus of the thesis is a sociological exploration of the lives and work of supply teachers who fill the temporal gaps whenever regular teachers are absent from school. Time permeates the thesis at three levels of analysis: the substantive, the theoretical, and the methodological. The interpretative, and to a lesser extent, the critical and normative traditions in sociology are applied to time in education. Time is used both as a parameter to explore links between educational structures and action as they relate to supply teachers and teaching, and to locate supply teachers' lives and work in time. The study is based upon qualitative research conducted in schools and domestic settings. Chapter 1 highlights the temporal strands which help to construct the chapters and underpin the thesis. In chapter 2 methodological issues are considered, in particular the embedding of diaries within the research process. Chapter 3 explores understandings about supply teachers and teaching in the wider context of educational change, and at the interface of local, institutional, and individual experience. Chapter 4 examines relationships between supply work, temporal commitment, and identities. In chapter 5, supply work is considered in relation to the substitute curriculum. Temporal connections in lives which move rapidly between private and public spheres are prioritised in chapter 6. The contribution of pupils to understandings about supply work is the theme pursued in chapter 7. The sociological and educational dimensions of the research are assessed in chapter 8. These have overlapping as well distinctive implications for sociologists with interests in time, school organizations, teaching, and in gendered occupations, and for educationalists with interests in the management of school systems, professional development and training, and importantly, for supply teachers themselves. Appendix 1 and 2 comprise interview and diary schedules, and Appendix 3 is a methodological note on the tracing and tracking of supply teachers.
20
Grant, Sandra K. "Kindergarten teachers' work and a new quality agenda." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107908/1/Sandra_Grant_Thesis.pdf.
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This institutional ethnography examines kindergarten teachers' work during rapid policy change that addressed new quality improvement agendas. Policy restructures heralded the transition to a national Early Years Learning Framework and a National Quality Framework for Australian early childhood education and care services. Teachers' accounts highlighted their reorientation of work practices to manage the pressures of accountability and production of evidence connected to the discourse of quality improvement articulated in Australian early childhood education and care policy. The transition to increased governance contributed to disjunctures between policy implementation and the experiences of enacting policy.
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Lail, J. "BUILDING TEACHER EFFICACY: CHALLENGES OF CREATING COMMUNITIES OF PRACTICE AMONG NEW TEACHERS AND VETERAN TEACHERS IN A TOXIC WORK ENVIRONMENT." UKnowledge, 2018. https://uknowledge.uky.edu/edl_etds/23.
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Recently, changes in graduation requirements in some states have made it more important than ever for students to be literate in all content areas. State assessments not only measure student academic ability, but they are a necessary component of graduation from high school. After completing required courses, students are expected to take assessments covering the content of those courses. In order to safely meet the graduation requirement, students must score at least 3 points per assessment on a 5-point scale. This has proven difficult for over 50% of students expecting to graduate.
Students at Midwestern-American High School (MAHS) have been struggling to achieve the required minimum scores on the state achievement assessments, as have many others in the region. A review of the report card data for MAHS reveals the area of greatest need (i.e. category of lowest performance) is in science. Research suggests a leading cause for these struggles is waning teacher efficacy and lack of ability to build capacity in staff members due to high mobility in teacher populations, especially in urban communities serving high-poverty and minority populations. For these reasons, it is necessary for leaders to have the skill to quickly build effective instructional teams.
During the 2017-2018 schools year, I utilized the Community of Practice (CoP) framework to establish entities that align closely with the criteria of CoPs. I used mixed methods research throughout the bounded period (August 2017 – May 2018) to conduct the proposed study. Data sources included: meeting agendas and minutes, participant interviews, survey results and reflections on the action by researcher and participants. I used the information gathered from this study to continue or modify the action and/or propose new strategies for the capacity building of staff.
22
Gleeson, Ann Marie. "Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2414.
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Thesis advisor: Marilyn Cochran-SmithPreparing students to participate in a democratic society means cultivating citizens who are capable of making informed, rational decisions about complex issues related to the common good. In order to do this, teachers need to provide students learning opportunities that promote critical thinking and involve in-depth examination of meaningful content. Drawing on Gutmann's (1987) theory of democratic education, this dissertation examines how beginning teachers who were prepared in a teacher education program that emphasized social justice and democratic practices think about and engage their students in this type of work. Specifically, using Newmann's (1996) framework of "authentic intellectual work" as an indicator of knowledge consistent with democratic education, this dissertation examines the extent to which the learning opportunities teachers create and the work that students produce demonstrate authentic intellectual work and examines the degree to which teachers' understandings of student learning align with authentic intellectual work. This qualitatively-oriented mixed methods study (Creswell, Plano Clark, Gutmann, & Hanson, 2003; Morse & Niehaus, 2009) used quantitative and qualitative methods concurrently to examine 11 beginning teachers' experiences during the preservice period and first two years of teaching. Using the Teacher Assessment/Pupil Learning protocol, this study draws upon quantitative methods to evaluate teachers' assessments/assignments (n=53) and students' work (n=481) on these assignments and qualitative methods to analyze interviews (n=54). Findings suggest that these beginning teachers and their students engaged in "moderate" levels of authentic intellectual work, although this varied widely. The quality of assessments was positively correlated to the quality of student learning. The degree to which teachers fostered authentic learning opportunities is complicated by teachers' beliefs about assessment and student learning and particular contextual factors such as time, accountability frameworks, classroom management, student ability, and content area. Teachers whose goals for learning aligned with authentic intellectual work were more likely to construct more authentic learning opportunities. This dissertation argues that evaluations of teacher performance and student learning must account for the quality of learning and utilize multiple measures of evaluation
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
23
Jay, Jenny. "The use of digitised video of experienced teachers at work in preservice teacher education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/1703.
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This portfolio describes an action research study designed to improve the quality of teaching and learning in an undergraduate teacher education course. It will describe the process of the initial implementation of an online module containing video segments of teachers at work. Use of the Internet and high quality digitised video has been combined to increase the number of classrooms preservice teachers can observe. Is it the answer to improving the depth of understanding of teacher's work and creating a higher level of reflective practice in undergraduates attending a teacher education program? The study examines the experience of a team of university lecturers and tutors and 232 first year undergraduate students when an online module was introduced into their first year general educational studies unit. In particular the study will investigate how the use of 'high tech' software provided frequent, relevant opportunities for viewing teachers at work and whether they have implications for future teacher training institutions. The presentation of the study in digital form is an innovative way of presenting the results of an action research study. The digital format enables the display of information and evidence not normally available in a print format.
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Downey, Michael John, and res cand@acu edu au. "Experiences of Teachers’ Daily Work Which Nourish and Sustain the Spirituality of Lay Teachers in Catholic High Schools." Australian Catholic University. School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp112.25102006.
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The hierarchy of the Catholic Church has stated that formation of lay teachers is essential for the personal sanctification of the teacher and the apostolic mission of the Church (CCE, 1982, #65) and that “formation must be broadened and kept up to date, on the same level as, and in harmony with, human formation as a whole (CCE, 1982, #62). The research reported in this thesis: (1) explores Catholic Church documents and other literature in order to gain insights into the spirituality of teachers who teach in Catholic schools; (2) identifies experiences of teachers’ daily work in Catholic high schools that nurture and sustain teacher spirituality; (3) explores how the insights revealed can inform the practices of formation for lay teachers in Catholic schools. The demonstrated success of a teacher formation known as The Courage to Teach invited exploration to gain understanding of the principles and practices of formation that could prove helpful for developing formation practices within Australian Catholic Education. The research reported in this thesis included teachers reflecting upon their daily experiences of work and identifying, what one called, “moments of grace” that nourished and sustain teachers’ spirits. These experiences were identified as teachers’ experiences of community and their experiences of making a difference. For Catholic schools to continue to have authenticity, the ongoing formation of lay teachers is essential. This does not mean, as others have said, “adding more water to an already overfull cup” by including formation as one more thing for teachers to do. It means making space and providing the opportunity for teachers to discover the ‘moments of grace’ that providentially fill their day. In conversation with Catholic Scripture and Tradition, these moments of grace will nurture and sustain the vocations of lay teachers in Catholic schools, so that lay teachers will both flourish and “teach with authority” (Mk. 1:22).
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Loeb, Hilary. "National Board Certification as a support for work with historically underserved students : a case study of Washington State teachers /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7580.
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Milbourne, Suzanne A. "The effect of ambient working conditions on teacher-child interactions and teacher stress and wellness." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 272 p, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3247574.
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Tyler, Mark A. "Critical spirit manifestations in TAFE teachers and their work." University of Southern Queensland, Faculty of Education, 2009. http://eprints.usq.edu.au/archive/00006204/.
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This thesis reports on research conducted with Technical and Further Education (TAFE) teachers from Queensland and Western Australia. The research is located atthe intersection where teachers’ identities met the discourse of new vocationalism. Scholars have highlighted the tensions that this discourse has produced in therelationships between TAFE and its teachers, and noted that TAFE teachers are pressured to change their subjectivities to reflect themselves more effectively asworkers in an educational market focused on economic imperatives. This is often in contrast to these teachers’ personal notions of themselves as liberal educators, with afocus on lifelong learning, personal transformation, collaborative relationships and social responsibility. This research was driven by the possibility that the concept of ‘critical spirit’ might provide a means for TAFE teachers to stand their ground in relation to the continued reshaping of the TAFE teacher terrain produced by the adoption of the new vocational discourse.This interpretative research was conceptualised by synthesising sociocultural perspectives of discourse as a reality building tool (Gee, 2005) with notions of criticalthinker dispositions referred to as critical spirit (Siegel, 1988; Oxman-Michelli, 1992). The elements of critical spirit: openmindedness, independence of mind,wholeheartedness, intellectual responsibility and respect for others (Oxman-Michelli,1992) were used as central components to the development of a coding framework forthe explication of critical spirit from TAFE teacher artefacts and in positioning critical spirit as a discourse. An examination of 12 TAFE teacher case narrative artefacts revealed that elements of critical spirit were evident. Subsequent participantcredibility checks and semi-structured interviews provided diverse data related to teacher embodiment of a critical spirit in relation to the building of certain teacher identities. In some cases participants expressed that their identities were bolstered by engaging in a critical spirit discourse, others cautioned its public embodiment, suggesting that deploying critical spirit made them more visible to surveillance and control. The major finding of this research was that an explicit engagement with acritical spirit discourse was of value to these TAFE teachers. Furthermore, this critical spirit discourse was seen to perform the work of a borderland discourse (Gee, 2005; Alsup, 2006). It afforded a means to traverse the terrain “between disparate personal and professional subjectivities” (Alsup, 2006, p. 5).The research also uncovered other discourses pertinent to participant artefacts. These were identified as a test of fortitude discourse and a community of support discourse.It was postulated that these would extend the critical spirit discourse by adding to Oxman-Michelli’s (1992) five elements of critical spirit. The findings suggested littleevidence to support this position.The significance of this research was in: (a) the production of a methodological construct for explicating particular notions of critical spirit; (b) its contribution to furthering understandings of the professional lives of TAFE teachers and their workworld; and (c) the value that a critical spirit discourse had in strengthening these TAFE teachers’ notions of themselves and their effectiveness. Its contribution tosubstantial knowledge was in its expansion of our understanding of teacher identities within the Vocational Education and Training sector in Australia.
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Knight, Wanda Bridges. "Preparing Preservice Teachers to Work with Diverse Student Populations: Implications for Visual Art Teacher Education." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392812767.
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Knight, Wanda Bridges. "Preparing preservice teachers to work with diverse student populations : implcations for visual art teacher education /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488195633519372.
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Joffres, Christine Elisabeth. "Beyond organizational commitment, selected elementary school teachers' work commitments." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29134.pdf.
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Whitehead, Kay. "Women's 'life-work' : teachers in South Australia, 1836-1906 /." Title page, abstract and contents only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phw592.pdf.
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Leahy, Treasa. "How teachers develop and sustain resilience in their work." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020685/.
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Many studies on teachers' lives have concentrated on the stressful aspect of such lives, listing what makes them stressful. This case study prefers to concentrate on teachers' lives and explore what makes teachers' resilient in these stressful situations. Although resilience in children has been well researched, resilience in adults, and teachers in particular, remains under researched. This study seeks to contribute to the understanding of the factors that enable teachers to develop and sustain resilience in their working lives. It includes reflecting on the school setting as well as outside it, in order to understand further the factors that develop and sustain resilience in teachers throughout their career. The study concentrates on the stressful lives of teachers in an inner city disadvantaged school. A multi-method approach was adopted. A questionnaire was first used to map the territory, followed by interviews with ten teachers who volunteered for the study and that the Principal identified as resilient. The role of recalling critical incidents in their teaching careers was also used in the data collection process. The findings show that while the role of colleagues, students, family and friends is important in developing and sustaining resilience, the role of the Principal is pivotal. Recommendations are identified for developing and sustaining resilience within the school organisation. The study adds to our understanding of the complex working lives of teachers and contributes to the debate on retention and teacher effectiveness.
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Setthammar, Kristina. "Combating HIV/AIDS: Preventative Work by Iringa Secondary Teachers." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31902.
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The purpose of this qualitative thesis is to understand how and what teachers in Iringa Municipality, Tanzania, educate their students concerning HIV/AIDS in secondary school. Via the semi-structured interviews, observations as participant and my experiences, the study analyses why the education is carried out in a particular way and its weaknesses. The thesis concludes that the process is a hierarchy situation where the method used is mostly one-way transmission of the theoretical content. This is caused by many factors as for low amount and quality of input factors. Some of the teachers do not have any education on HIV/AIDS. There are also contextual factors affecting. One is poorly implemented policies. Other is the cultural factor where there is a great taboo and stigma in the culture hindering the teachers to teach about HIV/AIDS. The teachers need to be able to talk openly about sexuality, condoms, life skills in the context of HIV/AIDS.
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Dindic, Kominlija Lejla. "Teachers' Response to Pupils' Written Work in year 9." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29797.
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The purpose of this study is to examine how a group of experienced teachers of English respond to pupils’ written work in year nine. Further, this study also examines what kind of responses a teacher of English gives to some pupils’ texts. The methods used combine semi-structured interviews and analysis of one teacher’s response to six texts written by pupils in year nine to gather the data needed. The main findings concern experienced teachers’ of English thoughts about providing feedback to pupils’ written work and the results from the analysis of a teacher’s response to six pupils’ texts. The teachers find it important to maintain a good balance between criticism and encouragement when providing feedback to pupils’ written work. Teachers use different formats and approaches depending on the type of learners and the type of texts and they always use predetermined criteria when responding to pupils’ written work. Further, the results from the analysis of the teacher’s response to six pupil texts show that the teacher focuses on language, content and task-specific requirements when responding to pupils’ written work.
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Johnston-Anderson, Natalie. "Teacher career trajectories and aspirations in context: A mixed methods study of second-stage teachers in New South Wales." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15549.
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The aim of this thesis is to describe, interpret and explain the career trajectories and aspirations of second-stage teachers in New South Wales and to identify the key contextual factors influencing their careers. Successive government reforms targeting teacher quality and professionalism have significantly shifted the work landscape for teachers. The concept of ‘career’ provides a useful conceptual lens through which to analyse teachers’ work patterns and goals. Recent studies suggest that some teachers are redefining what it means to have a teaching career and seeking alternative trajectories that may expand their job roles (Peske, Liu, Johnson, Kauffman, & Kardos, 2001; Rinke, 2009, 2011; Rippon, 2005; Smethem, 2007). Whilst levels of teacher attrition are described as having “reached epidemic proportions” in Australia, the U.S and U.K (Gallant & Riley, 2014, p. 562), current research has given insufficient attention to the within-career issues that shape teacher career decision-making (Buchanan, 2009b; Clandinin et al., 2015; Lindqvist & Nordänger, 2016). Whereas beginning teachers have been given considerable research attention, this thesis examined ‘second-stage teachers’ in their fourth to tenth year of teaching (Kirkpatrick & Johnson, 2014). Having overcome their early survival concerns, second-stage teachers shift focus to the future and contemplate how, if at all, they might develop a teaching career. This study used a convergent parallel mixed methods design, wherein both qualitative and quantitative data were collected in parallel, analysed separately and finally integrated. This study had three data sets: policy documents, workforce statistics and semi-structured interviews with twenty-four second-stage teachers representing a range of ages and school levels, sectors and locations. This cohort of teachers is the first generation for whom compulsory Standards and accreditation has applied under the New Scheme system. This thesis offers two original contributions to the knowledge base. Firstly, this thesis identifies six specific career trajectories that second-stage teachers aspire to, recognising these as different roles that teachers may shift between rather than pre-determined pathways. The model presented here offers a more nuanced understanding of teacher retention/attrition that extends beyond classifying teachers as stayers/leavers.Secondly, this thesis brings to light three key contextual factors that influence second-stage teachers’ careers: professional cultures amongst teachers, the current status of teaching and the practical implementation and enactment of policy agendas. The thesis concludes by highlighting points of convergence and divergence within the data to show how the current policy context is not well aligned with second-stage teachers’ lived career experiences.
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Cullen, Kairen J. "An exploratory study of teachers' views about the involvement of other teachers in their work." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019924/.
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This is an exploration of the views of teachers from a range of different schools in two local authorities about the involvement of other teachers in their work. Many aspects of the education context are based upon the assumption that teachers' involvement in each other's work is a helpful and unproblematic phenomenon, which supports the learning, effectiveness and well being of teachers at all levels in all aspects of their practice. However, there is little empirical work on how teachers understand these terms and the value they place upon them. The research builds upon David Hargreaves' (1972) work on inter-personal relations and education in which he highlights the difficulties in gaining access to this personal and largely hidden aspect of teachers' work. A social constructionist framework is used in order to achieve a better understanding of what constitutes work with other teachers and of what obstructs and facilitates it. Three studies using in-depth semi-structured interviews were conducted with 59 teachers from secondary, primary and special school and local authority settings. A thematic analysis of the data was used. The findings are that teachers view their involvement with other teachers as an important, varied, complex and problematic aspect of their work but do not reflect upon or discuss this topic a great deal. In addition, it is not viewed as essential or mandatory and many reasons for not being involved with other teachers were expressed. Further research is required to clarify and raise awareness of the attitudes, resources and conditions for enabling teachers in classroom-based and management roles in choosing and utilising involvement and noninvolvement with colleagues to support their best practice. Schools, local authorities and government should utilise such research in policy, guidance and professional development initiatives.
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Pekmez, Esin Sahin. "Procedural understanding : teachers' perceptions of conceptual basis of practical work." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/4608/.
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This is a study, which attempts to identify the ideas of science teachers about procedural understanding on a conceptual basis. The principle means of data collection was interviewing science teachers, in England and in Turkey, about their views of practical work in the dimension of procedural understanding. Some classroom observations involving practical work were also conducted to see teachers' actual practices. With the analysis of all data, it is hoped that findings would be utilised in informing a new science curriculum and a newly-designed teacher education programme in Turkey. The findings from English teachers suggest that their perceptions of procedural ideas are not as adequate as expected by the requirements of the National Curriculum. The results also present general views of Turkish teachers on practical work, which show that they have no knowledge of procedural understanding. Accordingly, the study concludes with some suggestions for more effective teaching.
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Braun, Gretchen Louise. "Prediction of K-5 Student Achievement Using Teaching Candidate Performance on the Teacher Work Sample: A Predictive Validity Study." VCU Scholars Compass, 2005. http://hdl.handle.net/10156/2184.
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Jones, James B. "Music performance faculty in higher education : their work and satisfaction /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487322984315649.
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Coady, Kim Street. "No writer left behind examining the reading-writing connection in the reading first classroom through a teacher study group /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11272007-122548/.
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Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Dana Fox, committee chair; Steven Whatley, Joyce Many, Amy Flint, committee members. Electronic text (145 p.) : digital, PDF file. Description based on contents viewed August 8, 2008. Includes bibliographical references (p. 133-140).
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Nag, Anindita. "Teachers as Learners: Impacts of Graduate Teachers Education Programs? Features on In-Service Teachers? Practices." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28544.
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Significant research efforts have addressed the need for pursuing graduate teacher education to improve in-service teachers? teaching practices. On contrary, empirical knowledge about the impacts of structural and process features of graduate teacher education on in-service teachers? teaching practices is underdeveloped. This proposed study was designed to contribute to an empirically driven knowledge about the degree to which graduate teacher education programs support in-service teachers? classroom needs and guide them diligently to deal with professional challenges. Mixed methodology approach including survey questionnaire (quantitative) and interview (qualitative) was used, and 34 in-service from 15 different teacher education programs of five different Upper Midwest states responded to the survey questionnaire. However, only two teachers participated in the interview process. Quantitative data from survey questionnaire revealed that most teacher participants perceived that graduate teacher education program had positive impact on their teaching practices.
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Sugden, Richard. "Turning to teaching : the commitment of teachers with previous careers in times of teacher work intensification." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/10598/.
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In the last twenty five years, primary schools in England have been the subject of widespread, well-documented reform, with issues of intensification affecting the working lives of teachers. This, along with other pressures, has led to concerns over issues of teacher retention and recruitment. As a response, there has been a rise in Alternative Certification Programmes (ACPs) which offer flexible methods of entry into teaching, attracting those with previous work experience. These are the so-called second career teachers. Previous studies have proposed that their commitment to their new profession may take a unique form. High levels of commitment are needed to meet the challenges of a rapidly changing educational environment. The aim of this study is to examine the commitment of primary second career teachers in times of work intensification. The study proposed research questions dealing with the work experiences and lives of the teachers, their definition of commitment, and the factors that affect it. A mixed-method approach was used with a survey administered to twenty-four second career teachers in one local education authority area in England. Twelve extended interviews were carried to examine commitment and intensification. The primary second career teachers in the study were found to have a wide range of previous working experience with one-third being ex-teaching assistants. The study proposed a classification of the change-event of the second career teacher; this was found to be broadly linked to their definition of commitment. Proximal factors were found to affect commitment in a positive way, and government policy in a negative direction. Commitment was shown to be generally static and not affected by age, but by career stage, confirming previous research. Issues of intensification and its time-effects were noted in responses.
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Trevallion, Deborah Lee. "A Case Study Analysis of Preservice Technology Education Students’ Professional Identity Transition." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/365952.
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This thesis investigates the factors that shape the professional identity of preservice Technology Education (TE) students who are transitioning from trade and technical workplaces to university in order to become secondary TE teachers. During the period that this research was undertaken, TE underwent major curriculum changes and this succession of curriculum change generated high levels of tension and confusion in TE (Seemann, 2003), resulting in a change in identity for secondary TE teachers (Harfield, 2014; Williams, 2012) and a resistance to further TE curriculum changes (Howard & Mozejko, 2015). As such, the challenges associated with professional identity development must be addressed to enable the effective transition of a preservice TE student to a TE teacher. This study focuses on the professional identity changes required to support the modifications to the TE curriculum and seeks to identify a way to promote professional identity transition.
This study utilises six case studies. The data was collected during the first semester of preservice teachers study in a TE Foundation course. The data was collected through entry folios that were compiled to gain entry into the Initial Teacher Education (ITE) programme, entry and exit concept maps, and observation of authentic activity, online reflective journaling, and semi-formal interviews. The use of multiple case studies allowed both micro and macro data analysis to discern similarities and differences in the results across all participants involved (Creswell, 2009). A comprehensive cross-case analysis enabled an in-depth comparison to be conducted.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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MacKay, Lewis Michael. "Return to work experiences of teachers on extended disability leave." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34806.pdf.
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Crowell, Jeri L. "An exploration of urban teachers' work from an ecological perspective." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1172520180.
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Thesis (Dr. of Education)--University of Cincinnati, 2007.Title from electronic thesis title page (viewed Apr. 6, 2007). Includes abstract. Keywords: ecological counseling; urban teachers' careers; person-environment fit; meaning making is the basis for perceptions Includes bibliographical references.
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MacRae, Julia Lee Elizabeth. "Social justice activist teachers theorize their work in public schools." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/5625.
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The purpose of this study was to understand how four social justice activist
teachers theorized their work within the pubHc school system of British Columbia,
Canada. The focus was on their understanding of the meanings, motivations, constraining
and facilitating factors, and the impacts of their work. Through case studies, this study
explored the lived experiences and reflections of prominent activist teachers who are a
small minority in the teaching population. The term "social justice activist teacher"
referred to one who advocates for the rights of minority groups, challenges widely held
attitudes and assumptions about curriculum and teachers' roles, and works for change
beyond the confines of one's own classroom.
Four prominent teacher activists were interviewed two or three times across the
2004-2006 school years. Their reflections were first analysed individually, then for
similarities and differences. It was found that they understand activism to be central to
their roles as teachers and a key feature of their own identities. Their activism had its
roots in childhood experiences and upbringings. They defined their activist work as
focussed primarily within one or two theme areas (i.e., environmentalism, feminism, antiracism,
anti-homophobia), and they worked in networks and coalitions to accomplish
their goals. They found the education system to be a place where effective activism could
take place. They all felt they were successful, although they sometimes felt thwarted or
unsupported. A defining feature was their persistence.
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MICARELLO, HILDA APARECIDA LINHARES DA SILVA. "PRE-SCHOOL TEACHERS: WORK, KNOWLEDGE AND IDENTITY PROCESS OF CONSTRUCTION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=8721@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREsta tese tem por objeto a docência e os saberes de professores da pré-escola. Propõe-se a compreender como os processos de construção e circulação desses saberes, articulados a aspectos históricos e institucionais, revelam a construção de identidades de professores da educação infantil. Assumindo que o saber docente é sempre um saber para o outro, que se explicita nas relações interpessoais, mediadas pela linguagem, esta tese busca, na voz de professores da pré-escola, os sentidos dessa profissão, que vem se construindo no paradoxo da afirmação e da negação e na tensão entre os discursos que historicamente vêm construindo uma identidade do professor de educação infantil e a percepção desses profissionais sobre sua docência. As análises desenvolvidas neste estudo se apóiam no material empírico produzido ao longo de pesquisa de campo, realizada em três Escolas Municipais de Educação Infantil da rede pública municipal de Juiz de Fora, e na filosofia da linguagem de Mikhail Bakhtin. A partir dessas análises foi possível compreender os saberes dos professores da educação infantil amalgamados a partir de alguns saberes de referência, como o saber brincar, saber narrar e saber acolher. Esses saberes, construídos na vivência do tempo numa dimensão fenomenológica, não encontram espaços para sua afirmação e circulação nos contextos institucionais, marcados pela fragmentação do tempo e das relações interpessoais, o que tem repercussões no modo como esses sujeitos constroem suas identidades profissionais.
The object of this thesis is the teaching skills and knowledge that pre-school teachers have. Its purpose is to understand how the process of construction and circulation of this knowledge, linked to historic and institutional aspects, reveals the construction of the Child Education teacher´s identity. Assuming that the teaching knowledge is always a knowledge towards the other, made explicit in the interpersonal relationships and mediated by language, this thesis seeks to find, under the voice of pre-school teachers, the meaning of this profession which has been and still is built on the paradox of affirmation and denial and on the tension between the discourses which have historically built an identity for the Child Education teacher and the perception of these professionals about their teaching skills. The analyses developed in this study are based on empirical material produced along with field research, in three municipal schools for Child Education, all of them part of the Public School System of Juiz de Fora, and on Mikhail Bakhtin s language theory. From these analyses, it was possible to understand the teaching skills that Child Education teachers have gathered from three reference knowledge facts: knowing how to play, knowing how to share experiences and knowing how to welcome others. These do not find room for affirmation and circulation in institutional contexts, marred by time fragmentation and interpersonal relationships, where teachers act and which are reflected on the way these characters build their professional identity.
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CROWELL, JERI L. "AN EXPLORATION OF URBAN TEACHERS' WORK FROM AN ECOLOGICAL PERSPECTIVE." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1172520180.
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Rooney, Erin. "Teachers' Work in Trying Times: Policy, Practice, and Professional Identity." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/325659.
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Urban EducationPh.D.
This study examined organizational routines and teachers' experiences in two urban public elementary schools. The study advances the scholarship on teachers' work through a nuanced examination of instructional routines in order to illuminate teachers' experiences with accountability based-reforms. Using neoinstitutional theory, this study employed ethnographic methods to examine instructional routines in two schools of varying AYP-status: one high-performing school and one low-performing school. Observations and interviews were conducted with a total of 17 teachers over the course of two school years. Findings indicated that routines were a recoupling mechanism, used to more closely align teachers' tasks with the goals of accountability policy. The implementation and performance of routines was both similar and distinct between the two schools. There were distinct differences in the intensity and the pervasiveness of mandated instructional routines between schools. However, regardless of AYP-status, routines served to rationalize teachers' instructional tasks by reducing variation in the form and content of classroom instruction. Accordingly, the process of recoupling and the resulting rationalization of teachers' tasks resulted in teachers experiencing reduced professional discretion, depleted intrinsic rewards, and compromised relationships with students and with each other. Under these circumstances, accountability policy moved teaching away from professionalization and undermined efforts to sustain teachers over time.
Temple University--Theses
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Parnell, Clarissa Jane. "The landscapes of teaching work : how teachers make educational decisions /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7685.
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