Slajd 1

Transkrypt

Slajd 1

Wydział Nauk o Wychowaniu
Uniwersytet Łódzki
Tracing the foundations of a
successful career in teaching:
A time machine journey with experienced
teachers into their pre-service school practice
• Merilyn Meristo & Aleksandra Ljalikova,
Tallinn University
• Erika Löfström, University of Helsinki
Research, Policy, and Practice in Teacher Education in Europe
The 6th Annual Conference of Teacher Education Policy in Europe
17th – 19th May 2012, Warsaw, Poland
|T E P E 2012
T E P E 2012
Background
• Novice teachers
–
–
–
–
experience difficulties
Fail to adapt
Leave the teacher profession
Lack of perceived self-efficacy
The
6th
Annual Conference of Teacher Education Policy in Europe (TEPE) Network | 17th – 19th May 2012, Warsaw, Poland
T E P E 2012
Background
• A perceived lack of self-efficacy contributes to teachers leaving
the profession (Eisenschmidt et al. 2010)
• Early teaching experiences play a crucial role in shaping selfefficacy beliefs (Lamote & Engels 2010; Ramey-Gassert &
Shroyer 1992; Bruinsma & Jansen 2010).
• Teachers with strong self-efficacy more likely to remain in
teaching (Tschannen-Moran et al 1998; Tschannen-Moran &
Woolfolk Hoy, 2001; Wheatley, 2002)
The
6th
T E P E 2012
Aims
• To understand how teachers who have chosen to
remain in the profession for their entire careers recall
their own early experiences as pre-service teachers
• To identify significant aspects that have influenced
the early practice experiences
The
6th
T E P E 2012
Questions
• To understand how teachers who have chosen to
remain in the profession for their entire careers recall
their own early experiences as pre-service teachers
• To identify significant aspects that have influenced
the early practice experiences
The
6th
T E P E 2012
Method and sample
• semi-structured interview, content analysis
• 19 teachers (5 men, 14 women, average age 58) with
> 25 yrs of professional experience
• All school subjects & all regions of Estonia
The
6th
T E P E 2012
Findings
• Identification of practice-related experiences
– Attitudes and visions
– Sense of community
– Cooperation
– Meaning-making of experiences, reflection
The
6th
T E P E 2012
Attitudes and visions
• The teaching profession generally perceived in
positive terms
• Some considered teacher’s status low and
undervalued at the time of their education
• Some were guided by a mission to acquire an
education that might lead one day to a viable career
option
• Not all had a sense of mission
The
6th
T E P E 2012
• At first, you think that you want to go there [to
school] and [laughing] design the future of your
country. (N2)
• It was rather despicable, being a teacher. Firstly, the
attitude, as if you were not suitable for anything else,
you’d go to work at school. Those who were even a
little bit smarter went to work in other fields. (N3)
The
6th
T E P E 2012
Sense of community
• Positive and negative descriptions, indicated by the use of the pronouns us
(pos.) versus I (neg.)
• Positive: community with student teachers & pupils
• Lack of community: other teachers, supervisors. Colleagues as antagonists
• Competition a threat to sense of community; established teachers envious
of newcomers
• What was lacking in collegial relationship was compensated by contact
with pupils, student teachers and academic community
• The school board and parents were not mentioned
The
6th
T E P E 2012
•There were many student teachers at our school, so we
had quite a lot of fun in each other’s lessons. (N2)
•She ran immediately to tell on me to the school board
when I did something in a different way. […]
Consequently, teacher trainers from the university came
to assess my lessons, and I was awarded with the
highest mark. (N2)
The
6th
T E P E 2012
Cooperation
• The majority of the interviewees emphasised the importance
of cooperation between student teachers and supervisors ->
mainly in the form of discussion and feedback
• Some felt that they were constantly monitored and assessed,
but this was not entirely negative: the teachers gained
continuous feedback on their learning and development
The
6th
T E P E 2012
• And then, after having given the lessons, we [the
student teacher and the supervisor] talked over and
analysed the situations. (N5)
• Our lessons were attended by the authorities and all
sorts of controlling groups, but we received a solid
methodological base in teaching math. (N10)
The
6th
T E P E 2012
Meaningful experience through reflection
•Practice left an emotional imprint, and the supervision left a
long-term impact on the teachers. Memories were mostly
positive
•Some exhibited a critical approach to current teacher education
-> Strategy to protect own beliefs/experiences?
•A couple of cases in which the teachers either could not recall
their practice or it was recalled as practically non-existent
The
6th
T E P E 2012
•It [school practice] gave us a lot. A lot more than, for
example, nowadays. Today’s school practice is nothing
compared to the one we had. (N5)
•At first, it was difficult to assert yourself in front of the
classroom; and all the lesson plans and the grids we had
to fill in, it was quite complicated for me. But finally I
realised that being a teacher wasn’t mission impossible,
and I could manage it and didn’t fear so much anymore.
(N13)
The
6th
T E P E 2012
The
6th
T E P E 2012
LACK
The
6th
T E P E 2012
Recommendations
• Engaging the practice supervisor
– Serves the role of facilitator primarily through cooperative discussion;
faciliates a positive loop of building trust and supporting self efficacy
• Building a sense of community
– Focus on collegium, school and parents as a community, not only pupils
and peers
• Supporting reflection
– Can help turn negative experiences into learning
experiences -> supporting self-efficacy
The
6th
T E P E 2012
Future research
• The subsequent teaching careers of the very
experienced teachers in light of those early
experiences will provide insight into the whole
spectrum of developmental points in the teaching
profession
The
6th
T E P E 2012
Thank you!
This research was supported by
the European Social Fund
Grants no. 1.2.0401.09-0070 and 1.2.0302.09-0004
The
6th
T E P E 2012
References
•
•
•
•
•
•
•
Bruinsma, M. & Jansen, E.P.W.A. 2010. Is the motivation to become a teacher related
to pre-service teachers’ intentions to remain in the profession? European Journal of
Teacher Education, 33(2), 185-200.
Eisenschmidt, E., Oder, T. & Meristo, M. 2010. With Five Years of Teaching Experience:
Professional Aims and Tenure. In J. Mikk, M. Veisson, & P. Luik (Eds.). Teacher’s
Personality and Professionalism. Estonian Studies in Education: 159-174. Frankfurt am
Main: Peter Lang.
Lamote, C. & Engels, N. 2010. The development of student teachers’ professional
identity. European Journal of Teacher Education, 33(1) 3–18.
Ramey-Gassert, L. & Shroyer, M.G. 1992. Enhancing science teaching self-efficacy in
preservice elementary teachers. Journal of Elementary Science Education, 4(1), 26-34.
Tschannen-Moran, M. & Woolfolk Hoy, A. 2001. Teacher efficacy: capturing an elusive
construct. - Teaching and Teacher Education, 17(7), 783-805.
Tchannen-Moran, M., Woolfolk Hoy, A. & Hoy, W.K. 1998. Teacher efficacy: It’s
meaning and measure. Review of Educational Research, 68, 202-248.
Wheatley, K.F. 2002. The potential benefits of teacher efficacy doubts for educational
reform. Teaching and Teacher Education, 18(1),
5-22.
The 6th Annual Conference of Teacher Education Policy in Europe (TEPE) Network | 17th – 19th May 2012, Warsaw, Poland

Slajd 1

Transkrypt

Podobne dokumenty

Studia Ecologiae et Bioethicae year: 2011, vol:.9 number: 3, pages

Young Scientist 2013 - Wydział Ekonomii, Zarządzania i Turystyki w

DERĘGOWSKA Barbara

Zwiazek Producentow Audio Video

1 29 June 2015 Conference 7th International Workshop on Surface

PKN _ORLEN_OGM_2016_NN_SB_candidate