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Relevant bibliographies by topics / Teachers’ years of experience

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Academic literature on the topic 'Teachers’ years of experience'

Author: Grafiati

Published: 25 June 2021

Last updated: 17 February 2022

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Journal articles on the topic "Teachers’ years of experience"

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Girotto Júnior, Gildo, and Carmen Fernandez. "FOLLOWING EARLY CAREER CHEMISTRY TEACHERS: THE DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE FROM PRE-SERVICE TO A PROFESSIONAL TEACHER." Problems of Education in the 21st Century 55, no. 1 (July 10, 2013): 57–73. http://dx.doi.org/10.33225/pec/13.55.57.

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In this study the aim was to investigate the development of Pedagogical Content Knowledge (PCK) of early career chemistry teachers. Two pre-service chemistry teachers were followed during a one-semester course and after a three-year period as formal high school teachers. The data involved teachers´ writings, recordings of lessons and reflections during the course. After three years, the same content lessons in an actual school environment were videotaped. The teachers were then interviewed using the videotapes for stimulated recall. The instruments Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eR´s) were used to document and to describe teachers’ PCK. Analysis of discursive interaction patterns was performed during lessons. Data analysis was based on the components of teacher knowledge as described in the Morine-Dershimer Model. The development of PCK was enhanced during the pre-service teacher education through the experiences of planning and conducting interventions in the classroom and particularly during the reflection-on-action activities. Results after three years of professional experience revealed an improvement in these teachers’ PCK and highlighted the central role of the reflection process and practical experience. From the analysis carried out, it emphasized the need to act in these early years of professional experience through collaborative groups, supporting the reflection process and aiming to contribute more directly to the development of teachers' PCK. Key words: pedagogical content knowledge, teacher's knowledge, teacher’s professional development.

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Conway, Colleen M. "Ten Years Later." Journal of Research in Music Education 60, no. 3 (August 27, 2012): 324–38. http://dx.doi.org/10.1177/0022429412453601.

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The purpose of this inquiry was to examine the current reflections of experienced teachers on their past perceptions of preservice music teacher preparation as documented in the author’s previous research. Research questions included the following: (a) How would participants describe their reactions to a present-day examination of 1999 or 2000 data (journals, individual and focus group interviews, and two questionnaires) and 2002 study findings? (b) How had their perceptions regarding preservice music teacher preparation changed since 1999-2000? and (c) On the basis of their recent work with preservice interns and student teachers, what could these experienced teachers say about preservice music teacher preparation today? Data collected in 2010 included participant journals and individual interviews. Findings categories include (a) general agreement with 2002 study findings regarding best and worst facets of preservice preparation, (b) experience is the best teacher, (c) teacher education is doing the best it can do, (d) preservice students will get out of teacher education what they put into it, and (e) specific suggestions for teacher education provided by participants.

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Amirian, Seyed Mohammad Reza, and Azam Behshad. "Emotional Intelligence and Self-efficacy of Iranian Teachers: A Research Study on University Degree and Teaching Experience." Journal of Language Teaching and Research 7, no. 3 (May 1, 2016): 548. http://dx.doi.org/10.17507/jltr.0703.16.

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This study evaluates the level of emotional intelligence, self-efficacy to investigate whether a relationship exists between these two attributes or not, also, the role of years of teaching experience and teachers’ university degrees in their emotional intelligence. To this end, 70 teachers were asked to complete The Assessing Emotions Scale Questionnaire (Salovey and Mayer, 1990) and Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001), regardless of their English teaching experience. The aim of this study was to represent the importance of emotional intelligence, self-efficacy and in teachers for having an effective teaching. The results indicated a significant relationship between teachers’ EI and their self-efficacy. Moreover, the findings showed that there was a significant relationship between teachers’ EI with their years of teaching experience, in a way that more experienced teachers can benefit their low experienced colleagues with their emotional experiences. Meanwhile, no significant difference was found between teachers’ EI in terms of different university degrees. The research results also proved a positive relationship between EI and self-efficacy.

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Speer, Donald R. "An Analysis of Sequential Patterns of Instruction in Piano Lessons." Journal of Research in Music Education 42, no. 1 (April 1994): 14–26. http://dx.doi.org/10.2307/3345333.

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The purpose of this study was to investigate verbal behaviors of independent piano teachers in private lessons. Forty-seven lessons from 25 teachers were recorded on audiotape, scripted, and analyzed for time spent in teacher presentation, student participation, and teacher reinforcement. Frequencies were obtained for complete/correct, complete/incorrect, and incomplete teaching patterns observed. Results indicated significant differences due to student age in presentation of musical information, teacher talk, teacher coaching, and student participation. Students perceived as “average” by teachers received significantly more directive comments than “better” students. Significant interactions were observed for verbal reinforcement by student and teacher experience. Teachers with more than 18.5 years of experience were more disapproving to students with more than 3.5 years of playing experience. Less-experienced teachers were more specific with approvals than their more-experienced colleagues. Frequencies of complete/correct patterns of teaching were significantly lower than other patterns observed.

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Kardeliene, Laimute, and Arturas Razbadauskas. "SELF-EVALUATION OF PHYSICAL EDUCATION TEACHERS' HEALTH AS A FACTOR FOR QUALITY OF PROFESSIONAL ACTIVITIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 25, 2018): 75. http://dx.doi.org/10.17770/sie2018vol1.3213.

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Physical education teacher, as a profession, has various duties, which impact teacher's physical and emotional health. This may have an effect on quality of lessons. The aim of the research is to establish the self-evaluation of PE teachers' health. The following indicators of health self-evaluation were chosen: taking care of one's health, health condition and its evaluation. Questionnaires were used to self-evaluate PE teachers' health, to point out diseases such as having a cold, also various somatic and psychosomatic disorders. The sample of the research was 324 PE teachers, randomly chosen from high schools in Lithuania. The average age of the participants was 44,59 ± 0,57 years old, their pedagogical work experience - 20,52 ± 0,58 years. It was found that only 29,1 per cent of female and 18,3 per cent of male participants rated their health as good. Teachers who evaluated their health positively more seldom experienced various somatic and psychosomatic disorders. Teachers with more than 20 years of work experience rarely evaluated their health as good. In addition, they more frequently experienced various disorders.Women, when compared to men, are more prone to health disorders. Furthermore, women with more than 20 years of work experience more rarely fell into the group of long-term somatic and psychosomatic disorders.

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Buckley, Paul. "Controversial and Difficult Issues in Aboriginal Teacher Education – Some Western Educators' Views of Aboriginal Teacher Training." Australian Journal of Indigenous Education 24, no. 1 (April 1996): 26–34. http://dx.doi.org/10.1017/s1326011100002222.

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The interviews and discussions which are the main focus of this paper were conducted with five experienced teachers involved with Aboriginal education in remote rural schools in the Northern Territory – the minimum experience being five continuous years and the most being 15 years. Although the teachers have had greater experience working in the southern regions of the Northern Territory, many have experience in the Top End, interstate or overseas experience in indigenous and special education. As all ofthe teachers are stationed in the Northern Territory and all are currently teaching or supporting teachers in remote Aboriginal schools, the discussions regarding Aboriginal teacher training specifically concerned courses offered by Batchelor College and predominantly by the Remote Access Teacher Education Course (RATE).

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Yang, Xinrong, Johannes König, and Gabriele Kaiser. "Growth of professional noticing of mathematics teachers: a comparative study of Chinese teachers noticing with different teaching experiences." ZDM – Mathematics Education 53, no. 1 (January 20, 2021): 29–42. http://dx.doi.org/10.1007/s11858-020-01217-y.

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AbstractThe last decade has witnessed increasing interest in the study of teacher noticing in mathematics education research; however, little is known about the growth of teacher noticing and how it is influenced by teaching practice. Departing from the expert-novice-paradigm, in this paper we address this research gap by a cross-sectional study that investigates how Chinese mathematics teachers’ noticing is affected by their developmental stage, measured by the length of their teaching experience. The study included 152 pre-service teachers at the end of their initial teacher education, 162 early career teachers with one to five years’ teaching experience, and 123 experienced mathematics teachers with more than 15 years’ teaching experience, who participated in a video-based assessment of their noticing competency conceptualized by the sub-facets of perception, interpretation, and decision-making. Our findings indicate a nearly linear growth in teacher noticing among Chinese mathematics teachers, with significant differences identified between pre-service and experienced teachers and only small differences between pre-service and early career teachers. Analyses using the method of Differential Item Functioning (DIF) further suggest that pre-service and early career teachers demonstrated strengths in aspects more related to reform-oriented or Westernized approaches to mathematics teaching, such as working with open-ended tasks, identifying characteristics of cooperative learning, and mathematical modeling tasks. By contrast, experienced teachers demonstrated strengths in perceiving students’ thinking, evaluating teachers’ behavior, and analyzing students’ mathematical thinking. Our findings further highlight that the three sub-facets of teacher noticing develop differently within the three participating groups of teachers. These findings suggest that teaching experience acts as one influential factor in the development of teacher noticing in the Chinese context.

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Liu, Peng. "Chinese teachers’ perspectives on teachers’ commitment to change." International Journal of Comparative Education and Development 18, no. 1 (February 8, 2016): 2–18. http://dx.doi.org/10.1108/ijced-10-2015-0005.

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Purpose – The willingness of teachers to be part of and contribute to education reform is crucial for its success and effectiveness. Based on the motivation theory of Bandura (1986), Leithwood et al. (1999) conceptualized teachers’ motivation as part of educational change and described it using four dimensions including personal goals, context beliefs, personal beliefs, and emotional arousal. They also defined teachers’ commitment to change as teachers’ identification with or desire to be part of the change process. To date, most studies relating to teacher commitment to change have been conducted quantitatively, with comparatively little qualitative investigation into teachers’ lived experiences during a period of curricular reform. The purpose of this paper is to fill this qualitative gap in the literature and describes the realities of Chinese secondary teachers during a period of curricular reform. It investigated how the four dimensions of teachers’ commitment to change interact with one another during the change process, and how internal and external school factors affect teachers’ levels of commitment to change. Design/methodology/approach – In this research, the purposive sampling strategy was used. Age, gender, years of service, and the type of school at which teachers taught were taken into consideration. In all, 23 Chinese teachers with different numbers of years of work experience participated in this study. According to Hargreaves (2005), teachers can be categorized into three groups based on their years of working experience. Teachers with one to five years’ teaching experience are regarded as early career teachers, teachers with six to ten years of teaching as mid-career teachers, and teachers with more than ten years of working experience as experts. The samples all had upper secondary school teaching experience. They were all certified teachers in China. Their years of working experience ranged from 1 to 5, 6 to 10, and more than 11 years. Their teaching subjects included English, literature, math, geography, physics, biology, and chemistry. Semi-structured, open-ended, in-depth interviews were used to collect data. Open-ended interviews were used to give teachers the opportunity to expand and elaborate upon their perception and experience of their commitment to change and describe in detail their experiences in school contexts where their commitment to change was supported or hindered. Findings – The research revealed that teachers in different age groups had different perceptions of teachers’ commitment to change and also that internal and external organizational factors have different effects on their perceptions. This study seeks to contribute to teachers’ professional development in the Chinese school context and may help school administrators across cultures to adopt more appropriate methods for realizing effective change in their schools. Originality/value – This study seeks an in-depth understanding of Chinese teachers’ motivation to be part of school reform, in particular the motivation process of Chinese teachers with different amounts of teaching experience. It contributes to the understanding of effective education change in China and other similar contexts.

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Tahir, Lokman, Mohd Taufiq Mohd Thakib, Mohd Hilmi Hamzah, Mohd Nihra Haruzuan Mohd Said, and Mohammed Borhandden Musah. "Novice head teachers’ isolation and loneliness experiences." Educational Management Administration & Leadership 45, no. 1 (July 9, 2016): 164–89. http://dx.doi.org/10.1177/1741143215587302.

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Most studies in headship focus on the elements of training and head teachers’ capabilities in leading schools. The concept of isolation experienced by head teachers during the early years of their headship is, however, overlooked. This article attempts to explore the neglected aspect of headships’ experiences with isolation that later contributes to the betterment of the headship appointment. This mixed-methods study explores the experience of head teachers’ isolation in the early phase of their leadership years, and presents findings on the strategies used to overcome the isolation. Using an open-ended questionnaire, a total of 170 novice head teachers from Malaysian primary and secondary schools were asked to give their responses on experiences of isolation. Furthermore, 10 novice head teachers, who experienced isolation in the early phase of their leadership years, were interviewed. Findings revealed that the level of isolation among the head teachers was fairly low, and they perceived their isolation experience as temporary.

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Parker, Elizabeth Cassidy. "The Experience of Creating Community." Journal of Research in Music Education 64, no. 2 (May 18, 2016): 220–37. http://dx.doi.org/10.1177/0022429416648292.

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The purpose of this intrinsic case study was to explore four midwestern choral teachers’ experiences of creating and sustaining community within their public school choirs. Research questions included (1) how choral teachers describe their experiences of creating choral communities, (2) how the teacher–student relationship is experienced, and (3) what challenges get in the way of sustaining choral communities. Writings by Edith and Victor Turner, Martin Buber, and Nel Noddings were used as a theoretical lens. Participants were selected purposively and represented heterogeneous choral programs, different school sizes, and diverse population densities. Participants included one 8th-year middle school male choral teacher, two female high school choral teachers who had taught for more than 18 years each, and one male middle and high school choral teacher who had taught for 12 years. Cases were bounded by interviews, written and observational data, and artifacts. The data collection included 20 observations, 12 interviews with choral teachers, and 16 student interviews. Data analysis was inductive; 31 codes emerged and were gathered into four themes including support and care, fostering a sense of belonging and acceptance, quality creates and inhibits community, and program legacy and vision. Teacher profiles are included in the findings.

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Dissertations / Theses on the topic "Teachers’ years of experience"

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Mullins, Arthur Wiley. "The relationship between desirable teacher competencies and years of trade experience, years of teaching experience, and teacher training of trade and industrial teachers in Virginia." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-05042006-164531/.

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Zeelie, Shani Antoinette. "Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80428.

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This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy 2016 learner achievement data, aimed to examine the relationship between teacher profiles in terms of teachers’ age, years of experience and formal qualification, teachers’ participation in formal and informal professional development activities and South African Grade 4 learners’ reading literacy achievement when controlling for the socio-economic status of the learners. To accommodate all the variables used in the study, a new conceptual framework was developed. This study was initiated as a result of the PIRLS Literacy 2016 results which revealed that South African Grade 4 learners achieved the lowest reading literacy scores out of the 6 participating countries. This study is a secondary analysis utilising standard multiple regression analysis of the PIRLS Literacy 2016 achievement data and the contextual data from the teacher and school questionnaires. The study’s results revealed that there is no statistically significant relationship between South African teachers’ participation in either formal or informal professional development and learners’ reading literacy achievement. Based on the literature however, the emphasis was placed on the educational significance of teachers’ participation in effective professional development activities.
Dissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted

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Beers, Jeffry Childs. "Teacher Stress and Coping: Does the Process Differ According to Years of Teaching Experience?" PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/809.

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Teaching is stressful. The demands placed on teachers can result in emotional exhaustion and burnout, causing many to leave the profession. Teachers early in their careers seem to be at special risk, with desistence rates estimated as high as 40% in the first five years. This study was based on the notion that constructive coping can be a resource for teachers, and that teachers later in their professional lives may provide a model for adaptive ways of dealing with professional demands. The goal of the study was to examine whether the coping process utilized by teachers (including reported demands, appraisals, ways of coping, resolutions, and post-coping assessment) differed at different stages of their career. Participants (n = 57) were teachers (90% female) ranging in age from 28-63, teaching in grades 4 to 12. The current study utilized a portion of the baseline open-ended interview of a randomized waitlist control study conducted to explore the effects of a mindfulness-based program. After coding the interview data for each step of the coping process, frequency analyses revealed that: (1) as in previous studies, the most frequently reported demands were problems with students (40%), followed by workload (18%) and parents (15%); (2) the most frequently reported appraisal was extreme negative emotion (44%); (3) the most frequently reported ways of coping were adaptive, including problem-solving (65%), support seeking (35%), and self regulation (22%); (4) the most frequently reported resolution of the stressful episode was successful (51%); and (5) with regards to post coping assessment, teachers most frequently reported that they would do something differently in future episodes if they could (54%). A series of Chi-square analyses to explore whether there is an association between how the teachers responded to questions corresponding to each step revealed that (1) teachers who reported parents as a demand in teaching were more likely to report extreme negative emotion and the use of self-regulation, which was associated with a successful resolution; (2) teachers who reported the administration as a demand were also more likely to use support seeking as a way of coping; and (3) teachers who reported using more maladaptive ways of coping were also more likely to report an unsuccessful resolution. Finally, pairwise comparisons to determine which groups of teachers differed from each other showed that, in keeping with expectations, early career teachers reported "no negative emotion" less and "extreme negative emotion" more than other groups, while late career teachers mentioned "no negative emotion" more. In terms of demands, early career teachers mentioned the environment less whereas late career teachers mentioned parents less and students more often. In terms of coping, late career teachers reported using self-regulation less and cognitive accommodation more than the other groups. Finally, early career teachers were more likely to say that they would try different effective strategies in future coping episodes while late career teachers were less likely to report that they would do so. Applications of these findings are discussed for process-oriented theories of teacher stress and coping, for future studies examining how coping develops over the course of a professional career, and for preservice training and school-based interventions designed to promote adaptive coping for teachers at every phase of their profession.

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Shane, Julie. "The Efficacy of Effort: Differences in Teachers' Sense of Efficacy Based on Type of Teacher Training and Number of Years of Experience." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3739.

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Current federal reforms require a highly-qualified teacher in every classroom to promote higher levels of student performance. In an attempt to provide a sufficient and sustainable number of highly qualified teachers in the workforce, alternative certification training programs have come alongside traditional college of education training programs. Proponents of alternative certification programs contend the process of on-the-job training will potentially address the problem of teacher shortages. However, opponents see these programs as an inadequate training process with future ramification for both teachers and students. As more and more classroom teachers are choosing alternative certification routes, there is growing uncertainty as to whether or not this is an effective way to train teachers. There is a substantial body of research that indicates a teacher's self efficacy beliefs can be an indicator of his or her performance in the classroom. Evidence demonstrates a relationship between teachers' beliefs about their personal ability to affect students' achievement and the outcomes of both the teachers' and the students' efforts (Tschannen-Moran & Woolfolk Hoy, 2007). By identifying strengths and weaknesses in self-efficacy beliefs, it is possible to provide interventions such as professional development or peer mentoring to increase an individual's sense of efficacy, which could then improve his or her teaching performance, and ultimately improve student achievement. The purpose of this research study was to identify and describe the differences between (1) the self-efficacy beliefs of teachers from traditional college of education programs and from alternative certification programs in order to identify patterns or correlations between type of training and teachers' sense of efficacy, and (2) the self efficacy beliefs of novice, experienced, and expert teachers in order to determine patterns or correlations between years of experience and teachers' sense of efficacy. This research study investigated the self-efficacy beliefs of 125 high school teachers in Brevard County, Florida, with either college of education training or alternative certification training and with either novice, experienced, or expert classroom teaching experience. The first part of the study analyzed teachers' responses to the 24 items on Tschannen-Moran and Woolfolk Hoy's Teachers' Sense of Efficacy Scale; the second part analyzed 6 researcher-designed items referring to teacher training programs and personal classroom experience. The three subscales that directed the items on the questionnaire were Efficacy for Student Engagement, Efficacy for Instructional Strategies, and Efficacy for Classroom Management. Factor analyses indicated 21 of the 24 items from the current research study loaded on the same three factors identified on the Teachers' Sense of Efficacy Scale. The 6 items created specifically for this study loaded into two factors identified appropriately as training program and classroom experience. A reliability analysis resulted in a total alpha coefficient of .9271 for the 24 items on the Teachers' Sense of Efficacy Scale for the 125 participants in the current research study which is consistent with an alpha of .94 in previous studies using the same scale. A total alpha coefficient of .6973 was determined for the 6 researcher-designed items. Findings from the t-tests and ANOVAs indicated that there was no relationship between self-efficacy beliefs of college of education trained teachers and alternative certification trained teachers; few relationships between novice, experienced, and expert teachers; and few interaction effects between type of teacher training and number of years of classroom experience. While the results of the study did not reveal statistically significant differences in the teacher groups, the teachers' responses and comments indicated personal classroom experiences created higher levels of self-efficacy than teacher training programs. Contrary to the researcher's expectations and conventional wisdom, both alternative certification teachers and novice teachers perceived themselves to be efficacious in the classroom. One possible explanation for the failure to reach statistically significant differences in the type of training and years of experience variables is that there simply are not distinct differences. Generally teachers with alternative certification training are immersed in programs that provide on-the-job training and support from a mentor, and as experts in their field of study, they exhibit self-assurance in their classroom behaviors. Commonly novices enter teaching with high expectations and they bring innovative practices and a fresh outlook to the classroom. Another possible explanation for the failure to reach statistically significant differences is the over-representation of some groups which could possibly have skewed the results. From the group of 125 participants, 86 teachers had college of education training while only 39 had alternative certification training. There were 79 expert teachers with ten or more years of experience, 35 experienced teachers with four to nine years, and only 11 novice teachers with three or less years. While the results of the research study did not offer statistically significant differences in the groups of teachers, there is much practical significance to be gained for district and school-level personnel in planning professional development opportunities. By identifying the strengths and weaknesses in teachers' self-efficacy beliefs, professional development and peer support can be provided to address the unique needs of each teacher group. Recommendations were made for a synthesis of current practices from both college of education programs and alternative certification programs: a series of half-day internship experiences with relevant content coursework could be combined with on-the-job experience and mentoring support based on current alternative certification programs. This research study lacks generalizability, so further research should include middle school and elementary teachers, and teachers from other counties and states. Because teachers' self-efficacy beliefs are personal and not necessarily reflective of actual practice, an investigation of the relationship between perceived self-efficacy beliefs and observed classroom effectiveness should be investigated.
Ed.D.
Department of Educational and Human Sciences
Education
Education EdD

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Short, Barbara J. Fisher Robert L. "How do beliefs and other factors such as prior experience influence the decision-making of new teachers during their first year teaching experience?" Normal, Ill. : Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3115180.

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Thesis (Ed. D.)--Illinois State University, 2003.
Title from title page screen, viewed Dec. 16, 2004. Dissertation Committee: Dissertation Committee: Robert L. Fisher (chair), Deborah J. Curtis, William J.F. Hunter, Darryl A. Pifer. Includes bibliographical references (leaves 258-266) and abstract. Also available in print.

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Chantrey, Wood Karen. "Hearing voices : the early years practitioner's tale; an investigation into the experience of early years practitioners entering initial teacher education." Thesis, Nottingham Trent University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393592.

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Tweed, Stephanie R. "Factors that Influence the Implementation of New Technologies in the Classroom: A Look at Teacher Age, Years of Experience, Quality Professional Development & Self-Efficacy." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3047.

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Williams, Anita J. "From Pre-Service to Practice: Exploring Self-Efficacy Development Among Teachers During Their First-Year Teaching Experience." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397733864.

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Prescott, Kara L. "The relationship between teacher leadership style and years of experience, certification type and self-efficacy." Thesis, Dallas Baptist University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110800.

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The purpose of this study was to research the gap between teachers and leadership. There is a disconnection in addressing characteristics that are represented by the transformational, transactional, or laissez-faire teacher leaders. This study was focused on teachers and the type of leadership they are more inclined to display (transformational, transactional, or laissez-faire) in the classroom. The types of leadership were correlated with certification type, years of experience, and self-efficacy (personal and teaching). The 241 participants in the study were from two academically successful school districts in Texas as determined by the Academic Excellence Indicator System. The findings of the study did not produce statistically significant results between teacher leadership type and certification type nor years of experience. Leadership type and teacher and personal self-efficacy, demonstrated statistical significance. Recommendations for future study are made.

Keywords: teachers, leadership, transformational, transactional, laissez-faire, certification type, years of experience, self-efficacy.

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Thornton, David. "Experience of the Neophyte Science Teachers: Through Their Eyes." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6964.

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A variety of lenses were used to examine the world of the novice science teacher. A degree of agency was provided by looking through the eyes of the beginning teacher. Previous studies focused on researcher or program’s orientation, the successes of various educator preparation programs, or were limited in scope to elementary teachers of science. This study was conducted to better understand and appreciate the high school novice science teacher’s view of science, teaching, and teaching science in the today’s contextual setting. Experiences encountered during the initial year of teaching high school science and as perceived by teachers without previous professional teaching experience presents are presented. A multiple case study was built around four individual novice cases from one of the largest school districts in the state of Florida. Of the four cases, three participants were rehired for the following year. The fourth left teaching after nine weeks. The research questions are: How do today’s novice science teachers describe their first year’s teaching experiences? How do novice teacher’s feelings about being science teachers change during their first year of teaching? How do beginning science teachers describe their successes? And, what challenges do today’s beginning science teachers face? These research questions were asked to relate the novice experiences and perceptions associated with the initial year of teaching high school science. Emergent themes included concerns for questionable ethical administrative actions and poor administrative decisions as they are perceived by the novice science teacher. Findings of the multiple case study relate experiences perceived as positive, bureaucratic, involving student and parent apathy, local administration, and missed communications. Beliefs changed about student needs, mandated science exams, district micromanagement, confidence, and unique personal changes. Descriptions provided of success involved mentoring, students, lesson planning, confidence, and retention. Perceived challenges were parent and student apathy, mandated science exam validity, student needs, micromanagement of science lessons, discipline, abandonment, and development. The researcher was employed as a science teacher in the same district as the participants, but at a separate high school.

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Books on the topic "Teachers’ years of experience"

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Goouch, Kathy. Towards excellence in early years education: Exploring narratives of experience. New York, NY: Routledge, 2010.

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Alt, Martha Naomi. To teach or not to teach?: Teaching experience and preparation among 1992-93 bachelor's degree recipients 10 years after college. Washington, D.C: U.S. Dept. of Education, National Center for Education Statistics, Institute of Education Sciences, 2007.

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Diversity and the new teacher: Learning from experience in urban schools. New York: Teachers College Press, 2008.

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Jackson, Land Betty Lou, ed. Literacy strategies: Resources for beginning teachers, 1-6. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2004.

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author, Hagger Hazel, and Mutton Trevor author, eds. Beginning teachers' learning: Making experience count. Northwich: Critical Publishing, 2015.

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Peterson, Robert. Teachers and parents: The Milwaukee experience. New York: City College Workshop Center, 1992.

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Years. London: HarperCollins, 1986.

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Training wheels for teachers: What I wish I'd known my first 100 days on the job : wisdom, tips, and warnings from experienced teachers. New York: Kaplan, 2004.

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Ian, Gibbs, and Society for Research into Higher Education., eds. Beyond graduation: The college experience. Guildford, Surrey [England]: Society for Research into Higher Education, 1986.

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Jean, Clandinin D., ed. Teachers as curriculum planners: Narratives of experience. Toronto: OISE Press, 1988.

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Book chapters on the topic "Teachers’ years of experience"

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Lerman, Stephen. "Student Teachers’ Experiences and Early Years of Teaching." In The Professional Education and Development of Teachers of Mathematics, 71. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09601-8_7.

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Eisenschmidt, Eve, and Katrin Poom-Valickis. "Induction in Estonia: Over Fifteen Years of Experience – Successes and Struggles." In New Teachers in Nordic Countries - Ecologies of Mentoring and Induction, 87–106. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.105.ch4.

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This article gives a brief historical perspective of how the induction programme for newly qualified teachers was launched in Estonia. The induction programme was the result of a combined effort from universities, schools and policymakers. A pilot study was carried out in the academic year 2002/2003. The following year, a group of educators and researchers from Tallinn and Tartu Universities analysed the results, improved the implementation model, and in 2004 launched the programme with the support of the Ministry of Education and Research throughout Estonia. In this paper, we introduce the theoretical framework, the roles of different parties to the induction programme, and analyse the implementation process in order to find answers to the following questions: Firstly, what are the developments and challenges in the Estonian induction programme? Secondly, what are the perspectives for the induction programme in the future? The methodological approach reviewed policy documents, research articles and doctoral dissertations on induction from 2004–2019. The analysis showed that close cooperation between parties was required to achieve a successful launch, but it seems that the main responsibility for implementation was left to the universities, who were seen as a party highly interested in the continuity of teacher education. Moreover, the execution and quality of mentoring varies among the schools, which can be a problem for new teachers. Based on research evidence and the current situation in teacher education, we will endeavour to give a forward-looking view on how to support beginning teachers in Estonia.

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Brahier, Daniel J. "Research into Practice: 29 Years of Classroom Teaching." In Theory and Practice: An Interface or A Great Divide?, 54–59. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.12.

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The preparation and professional development of mathematics teachers requires instructors who are not only proficient in their content and pedagogy but can bring successful teaching experiences to the classroom. In this paper, the author shares his experience of 29 years of simultaneously teaching in a K-12 secondary school, while also serving as a university professor who teaches mathematics methods courses. Examples of classroom experiences that enhanced university methods courses are described, as are some of the benefits of teaching in both settings to connect research and practice in mathematics teaching.

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Loyd, Stacy. "Teachers as Caretakers." In Advances in Early Childhood and K-12 Education, 60–72. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2971-3.ch006.

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Student-centered learning communities require intentionality, reflection, and an endearing commitment to care. This chapter demonstrates that despite years of experience teachers can still experience disillusionment when the ideals they hold tightly are challenged. During times of disillusionment and struggle it can become easier to let go of personal ideals of care for individual students, the collective learning community, and for teacher's self-care. However, students are competent human beings who can rise to the challenge of caring for each other in beautiful ways, reminding us all of the importance of student-centered learning.

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Reuber, Markus, Gregg H. Rawlings, and Steven C. Schachter. "Neurologist, Psychotherapist, Yoga Teacher, 5 years’ experience, Germany." In Non-Epileptic Seizures in Our Experience, edited by Markus Reuber, Gregg H. Rawlings, and Steven C. Schachter, 56–58. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190927752.003.0021.

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This chapter details the personal experience of a neurologist and psychotherapist who had Non-Epileptic Seizures (NES). Her personal experience supports the neurologist’s efficacy as a psychotherapist. Patients tend to open up and trust this neurologist’. This neurologist greatly admires patient’s efforts to integrate painful particles of their past during the psychotherapeutic process. The ultimate step toward healing means to step up to self-responsibility, and not all patients are able to build up to that step. The chapter then briefly addresses the stigma carried by NES. Ultimately, building up the internal qualities to withstand the external limitations of the neurological work routine and further exploring what professional authenticity looks like for the neurologist when interacting with colleagues have become this neurologist’s current objectives.

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Townsend, Andrew, and Alison Kington. "Teachers’ Professional Identity and Self-Efficacy: A Study of Teachers with 4–7 Years of Experience." In Social and Learning Relationships in Primary Schools. Bloomsbury Academic, 2020. http://dx.doi.org/10.5040/9781350096097.ch-009.

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Poyas, Yael. "Teachers Learning with Wiki." In Cases on Interactive Technology Environments and Transnational Collaboration, 140–54. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-909-5.ch008.

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Wiki implementation in education has been thoroughly researched over the past few years, particularly due to the use of this technology in higher education institutions. One unique branch of this research is the influence of the Wiki environment on teachers who participate in teacher education programs. A multicultural group of teachers - younger and older, experienced and novices, Jews and Arabs – was examined while learning literature and its instruction with Wiki. Satisfaction with the learning process and its outcomes, as well as with relations among learners and between them and the lecturer, was high. Three main factors influenced the learning process and participants’ attitude toward the use of Wiki: (a) level of professional development and teaching experience, (b) culture and mother-tongue of the participants, and (c) discord between academic norms and the Wiki environment’s democratic norms.

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Attia, Mariam. "The Role of Early Learning Experience in Shaping Teacher Cognition and Technology Use." In Teacher Education, 1129–44. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch054.

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This chapter explores the role of teachers' early learning experiences in shaping their pedagogical beliefs and practice specifically in relation to technology use. Following a case study approach, the accounts of three in-service Arabic language teachers from a private institution of higher education in Cairo, Egypt, were examined. Practitioners with years of professional experience are not expected to have encountered elements of technology as we know today in their schooling. Nevertheless, findings suggest that conceptions formed early in life of what constitutes “good” or “bad” teaching act as filters through which new experiences, including the use of digital media, are internalized. As imprints of early learning experiences are manifested in teaching, it is the responsibility of teachers to look back on them for possible influences on their pedagogical theories. In complementary fashion, the study foregrounds the role of teacher education in mediating initial conceptualizations of teaching and learning and accentuates the value of reflective practice for continuing teacher development.

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K, Sheena. "TEACHING EXPERIENCE DURING COVID-19." In "The war with pandemic world "LOCK DOWN LIFE, 169–77. Royal Book Publisher, 2020. http://dx.doi.org/10.26524/royal.41.15.

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Teaching is a noble profession and I believe no other profession can match with its divinity. Teacher is leading masses from darkness to light of wisdom.These aspiring thoughts ultimately tuned me as a professor in management discipline. Teachers are responsibilities to mould better citizens for better community. He is always elevating student’s inner spirit to achieve their life goals. They can leverage young minds through proper mentoring and guidance. Faculty members are always engaged in various academic activities throughout the year.

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Sullivan, Dennis D. "Elementary Teachers' Math Instructional Practices, Receptivity to Change, Instructional Leadership, and Academic Optimism." In Maximizing Social Science Research Through Publicly Accessible Data Sets, 197–228. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3616-1.ch009.

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This study sought to identify the relationships among elementary teachers' instructional practices in mathematics pre- and post-Common Core Learning Standards (CCLS) implementation in relation to technological and pedagogical content knowledge (TPACK), formative assessment, reflective practice, receptivity to change, academic optimism, and instructional leadership across age, years of experience, grade level taught, and college math credits taken in high and low needs schools. Teacher responses from low and high need schools across age, years of teaching experience, grade level taught, and college math credits taken were examined with the dimensions of mathematics instructional practices to see if any relationships exist among the variables. The implementation of CCLS mathematics had an influence on elementary-school teachers' instructional practices and attitudes in both high and low needs schools. Teacher academic optimism was reported as overall higher in high needs districts, whereas teachers in low needs districts reported an increase in instructional motivation practices after the implementation of CCLS mathematics.

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Conference papers on the topic "Teachers’ years of experience"

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Petersen, Eric, and Ranganathan Kumar. "Aerospace Science and Engineering Research Experience for Teachers: The First Two Years." In 44th AIAA Aerospace Sciences Meeting and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2006. http://dx.doi.org/10.2514/6.2006-679.

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Simon, Eitan, and Aviva Hazel Dan. "The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges ." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5461.

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The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges .The first year in the field of teaching after finalising the formal training is a year of great expectations and anticipation on the side of the novice teachers, as well as feelings of nervousness and lack of confidence. The literature addresses this subject from the aspect of teachers in school, where it has been found that it is a period of challenges, dilemmas and difficulties. Little though has been written from the aspect of kindergarten teachers. The authors assumed that novice kindergarten teachers experience similar experiences. During this first year, it is obligatory for the novice kindergarten teachers to attend a professional development workshop. The aim of the workshop is to provide a significant support system for the novice teacher in this challenging year. The aim of this research was to examine the novice kindergarten’s dilemmas and challenges in this critical first year, and their attitudes towards the professional development workshop concerning the relevance of the workshop in assisting the kindergarten teachers in dealing and coping with the dilemmas that arose from the field. The findings indicate that the novice kindergarten teachers, experience similar dilemmas in their first year in the field as teachers. It was also found that the workshop was not a significant factor in helping the novice kindergarten teachers cope with this challenging experience. This leads to the conclusion that it is necessary to revaluate this framework in order to making it a place of significance for the novice kindergarten teachers. Key words: Novice kindergarten teachers: Professional Development workshop:

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Turró, Carlos, Juan Carlos Morales, and Jaime Busquets-Mataix. "A study on assessment results in a large scale Flipped Teaching Experience." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8141.

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During the last academic year, Universitat Politècnica de Valencia (UPV) developed a large scale experience in flipped teaching (FT), with 64 different courses and 3083 students (2512 unique). Teachers could decide to participate in the experience on their own, and in quite a number of courses we have groups with FT and groups without it. Assessment of the students was done using classical systems (mostly written exams). Evaluation of the experience was done through several ways: First we did a qualitative survey to teachers and students, and then we carried out an analytical study about the results of the assessments, comparing between years, between FT and classical courses and also internally in the courses with FT and classical groups. Results of this analysis show that students like the FT system and that they got statistically significant better results in the classical assessments, with at least a 5% gain. Also we have no correlation results with the perceived teacher quality and the student group size. So this study allows to verify the capabilities of FT approach in higher educational institutions.

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Alyafei, Alshaima Saleh. "Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0278.

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The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

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Chaw, Ei Phyu, and Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.

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Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.

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Zakrizevska, Maija. "THE DIFFERENCES BETWEEN SPECIAL EDUCATION TEACHERS PROFESSIONAL BURNOUT LEVELS FOR 10 AND 25 YEARS WORK EXPERIENCE." In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s1.059.

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Jurčec, Lana, Tajana Ljubin Golub, and Majda Rijavec. "TEACHERS' WELLBEING: THE ROLE OF CALLING ORIENTATION, JOB CRAFTING AND WORK MEANINGFULNESS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact035.

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"People who consider their work as a calling find it fulfilling, purposeful, and socially useful, thus leading to higher levels of well-being. Since work is a central part of the identity of people with calling orientation and represents one of the most important domains of their lives, we assume that they are more prone to craft their job. They tend to make the physical and cognitive changes in the task or relational boundaries of their work in order to make it more meaningful. Both experiencing work as a calling and job crafting are found to be associated with numerous positive outcomes such as increased job satisfaction, psychological well-being and sense of meaning. This study adds to literature by exploring simultaneously the role of both calling orientation and job crafting in primary teacher’s wellbeing. The aim of the study was to explore the relationship between teachers calling orientation, job crafting, work meaningfulness and well-being. In light of the literature on work meaningfulness and psychological well-being, a serial mediation model was proposed with job crafting and work meaningfulness mediating the relationship between teacher calling orientation and teacher flourishing. The sample consisted of 349 primary school teachers (95% female) from public schools in northern western region of Croatia. They have on average 22 years of teaching experience (ranged from 0-43 years). Self-report measures of calling orientation (Work-Life Questionnaire), job crafting (Job Crafting Scale), work meaning (Work Meaningfulness scale) and flourishing (Flourishing Scale) were used. The findings revealed that the job crafting via increasing structural job resources mediated the relationship between calling orientation and work meaningfulness. Furthermore, the results supported the proposed serial mediation between calling orientation and flourishing via increasing structural job resources and increasing work meaningfulness. Based on these findings, several practical implications can be noted. First, interventions aimed at helping teacher view their job as a calling should be promoted in schools. Second, teachers should be encouraged to cultivate job crafting as it is an important path to meaningfulness in work context and overall psychological wellbeing. This is specially the case for increasing structural job resources, such as autonomy and variety at work."

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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.

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Zavidovique, Laurent, Fabien Gilbert, and Marie-Noël Vercambre. "0273 Teachers’ well-being at work and quality of life: any differences according to years of experience?" In Eliminating Occupational Disease: Translating Research into Action, EPICOH 2017, EPICOH 2017, 28–31 August 2017, Edinburgh, UK. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/oemed-2017-104636.224.

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Mian, Ahsan, Margaret Pinnell, Leanne Petry, Raghavan Srinivasan, Suzanne Franco, and Melissa Taylor. "Summer Research and Collaborative Professional Development Experience for NSF RET Teachers in Advanced Manufacturing and Materials." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66141.

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The current collaborative National Science Foundation Research Experience for Teachers (NSF-RET) site placed seventeen in-service and pre-service teachers with research mentors at one of the three regional universities WSU, CSU, and UD to work on engineering research projects. These research projects were chosen in such a way so that they were relevant to regional strengths in advanced manufacturing and materials. In addition to research, the RET teachers participated in various professional development (PD) activities such as “boot camp” facilitated by ASM Materials Education Foundation prior to the start of their research experience, field trips, seminars given by guest speakers and group work that produced K-12 curriculum related to the teams’ research experience. The teacher groups also presented the developed STEM curriculum and the final laboratory project results, and provided regular guided reflections regarding their efforts during the six-week program. This paper presents a brief overview of the collaborative RET project and details the achievement during the first project year. Emphasis is given to the collaborative PD activities of all seventeen teachers and the research projects performed by the two WSU RET groups comprised of four in-service and two pre-service teachers.

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Reports on the topic "Teachers’ years of experience"

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.

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Beers, Jeffry. Teacher Stress and Coping: Does the Process Differ According to Years of Teaching Experience? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.809.

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Wachen, John, Steven McGee, Don Yanek, and Valerie Curry. Coaching Teachers of Exploring Computer Science: A Report on Four Years of Implementation. The Learning Partnership, January 2021. http://dx.doi.org/10.51420/report.2021.1.

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In this technical report, we examine the implementation of a coaching model for teachers of the Exploring Computer Science course in Chicago Public Schools over a period of four academic years (from 2016-2017 to 2019-2020). We first provide a description of the coaching model and how it evolved over time. Next, we present findings from a descriptive analysis of data collected through logs of coaching interactions and surveys of ECS teacher coaches during the 2019-2020 school year. Coaching logs and survey data were also collected during the 2018-2019 school year and, where appropriate, we compare results across years. We then discuss the products that were produced by the coaching team to support the implementation of the model. Finally, we provide an overview of next steps for the coaching team in the 2020-2021 school year and beyond.

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Manning, Wendy. Thirty Years of Changing Cohabitation Experience in the U.S., 1987-2017. National Center for Family and Marriage Research, November 2020. http://dx.doi.org/10.25035/ncfmr/fp-20-27.

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.

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Aín, Gastón, María Camila Barriga, Sebastián González, Victoria Aurora Marquez Mees, Martín Packmann, and Esteban Tovar, Esteban. MICI Reflections: Consultation Phase 2010-2019: Nine Years of Dispute Resolution Experience. Inter-American Development Bank, March 2020. http://dx.doi.org/10.18235/0002275.

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Bordo, Michael, David Hargreaves, and Mizuho Kida. Global shocks, economic growth and financial crises: 120 years of New Zealand experience. Cambridge, MA: National Bureau of Economic Research, May 2010. http://dx.doi.org/10.3386/w16027.

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Bancroft, Sharon. A Study of Personal Attributes Associated with Marginality and Failure of Preservice Teachers in the Terminal Field Experience. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1159.

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