The purpose of this study was to develop a Teacher Trainees' Democratic Values Scale (TTDVS) related to educational life. The TTDVS was determined by using factor analysis, which was conducted with 979 participants. The scale is composed of 24 items grouped into three subscales, which can be combined into a main scale. The results of the study showed that the TTDVS has an identifiable factor structure and it is a reliable and valid scale.
My first encounter with Hans Rosenberg was in the fall semester of 1952 when I switched from evening classers to day sessions full-time at Brooklyn College. His presence in the classroom was both fascinating and intimidating. He constantly took pains to engage each student in the room, and he still serves me as a model of teaching-effectiveness. Short and slightly pudgy but with ramrod posture, he had an expressive, unusually lively face and a profoundly serious but good-natured demeanor; he spoke with a slight impediment, with the heavy accent of his native Rhineland, and with an English vocabulary that was dazzling in scope. He was the epitome of the learned European professor, respected and esteemed by his colleagues. Some of his reputation as a teacher who demanded much of himself and of his students had preceded my entry into his class, and had conveyed a picture of a man who often literally got drunk on ideas in front of his students.
Reproduces the main texts of hitherto unpublished reminiscences of the style and influence, as a teacher, of Allyn Abbott Young (1876‐1929) by 17 of his distinguished students. They include Bertil Ohlin, Nicholas Kaldor, James Angell, Lauchlin Currie, Colin Clark, Howard Ellis, Frank Fetter, Earl Hamilton, and Melvin Knight (brother of Frank Knight who, with Edward Chamberlin, was perhaps Young's most famous PhD student). There has recently been a revival of interest in Young's influence on US monetary thought and in his theory of economic growth based on endogenous increasing returns. These recollections of his students (addressed to Young's biographer, Charles Blitch) shed light on why Young has, at least until recently, been renowned more for his massive erudition than for his published writings.
AbstractTreating narrative as a social practice has enabled examination of the identity work accomplished through interactive story construction within various communities, including teacher preparation programs. Largely unaddressed in this literature is the presence of desire – the sense of longing conveyed through expressed wants, wishes, and hopes – and how it works in and through narrative practice. FollowingJames K. A. Smith (2009), I posit that some stories may be liturgical in their conscripting of tellers and listeners into narratives that shape their identities and direct their desires. To explore this empirically, I examined desire in the joint construction of a professional identity narrative – teacher as lifelong learner – within an urban teacher residency. My analysis suggests that program leaders' expressed desiresofandforthe novice teachers established the leaders' authority and worked to conscript novices into the narrative. However, novices were actively negotiating the narrative and the desirability of the professional identity.
This chapter will focus on the positionality of a teacher-researcher as a moral agent (Macfarlane 2009) when conducting ethnography. As Guillemin and Gillam above, I find the double role of a teacher-researcher informing all the phases of the research. Therefore, reflection is also needed, not only as the final phase of the research project, but throughout the process. I will discuss ethical considerations concerning both the students and the colleagues, moments of reflection and my solutions on how to define the topics and design the methods when conducting ethnography in my own educational community.
This study follows student teachers from initial teacher education into their first teaching jobs, with the aim of gaining insights how student teachers become teachers of mathematics and science. The study has in two stages. In the first part focus, the focus is on the beliefs and conceptions – termed here as 'personal didactics'- that student teachers have about teaching and learning mathematics and science. These are captured by open-ended interviews on completion of initial teacher education. Stage 1 is thus subject specific. Findings indicate that student teachers have an applied approach to mathematics and science. Findings of the study challenge teacher education to develop mathematics and science as a more democratic, moral and cultural enterprise. It is suggested that closer connections are needed between different parts of initial teacher with a continued discussion about how and in what areas subject teaching can develop in teacher education. The second stage of research - two years later – involved data collection through observation, field notes and post-observation interviews. This stage is a follow-up study building on the stage 1 and has a more sociological emphasis inspired by Bernstein's concept of educational codes. The research shows how the structure of schools influences teachers and their possibilities to enact teaching that is consistent with their understanding of mathematics and science as school subjects. Schools have different codes and teachers' practices were constrained by the opportunities that each school offered as well as each teacher's personal didactics. Most of the teachers in the study worked in schools organised in such a way that new teachers have considerable autonomy over their own teaching. After two years of practise teachers generally felt freer to organise science teaching and put more planning and preparation of science lessons as compared to mathematics. The overall study illuminates the relationship between initial teacher education and school practice, and suggests an enhancement of initial teacher education and professional development as a unity.
Стаття розкриває сутність найважливіших і взаємопов'язаних компонентів, які визначають індивідуальність учителя. Особистісний компонент як система особистісно та професійно значущих стосунків і властивостей особистості учителя є родовими характеристиками людини, які розкривають її ставлення до світу і світу до неї. Ці характеристики постійно ним удосконалюються. Учені стверджують, що особистість учителя визначається соціальною значущістю, здобутою ним своєю працею, професійними здібностями, особистими якостями, результатами діяльності, вона зорієнтована на духовність – добро, справедливість, свободу, любов, віру, надію, гідність, які є принципами його професійної діяльності й усього життя. Суб'єктний компонент визначає рівень самодетермінації та спосіб самореалізації вчителя у професійно значущому середовищі. Суб'єктність учителя є соціальною реальністю, способом його існування, життєтворчості, яка несе в собі відповідальність за долю учнів, колег, країни, власну долю та базується на реальній основі його внутрішніх сил. Індивідуальність – неповторна своєрідність учителя, сукупність тільки йому властивих особливих якостей, вона проявляється в рисах його темпераменту, характеру, в специфіці інтересів, в особливостях діяльності та творчості. Становлення учителя є складним і тривалим процесом його самовизначення, виокремленості із загального до універсального, перетворення на унікальність і неповторність. Для вчителя це означає, що стати майстром своєї справи може тільки індивідуальність. ; The present poses unique challenges in education, but most importantly to form a new man, educated, competent, a patriot, a specialist in the chosen sphere. We completely agree with thee scientist V. Hnatyuk who claims that «to educate a citizen, a patriot, a humanist means to prepare the younger person to participate in solving urgent problems and future state». Modern school should complete this mission, because in spite of age, social and political changes the teacher's role in forming the personality remains unchangeable. The paper reveals the essence of the most important and interrelated components that define the individuality of a teacher. The individuality component as a system of personally and professionally meaningful relationships and properties of a teacher's individuality are generic features of an individual, revealing his attitude to the world and world's treatment of him. These characteristics are being constantly improved by him. The scientists argue that individuality of a teacher is determined by social significance, obtained by him due to his work, professional skills, individual qualities, performance results, he is focused on spirituality – goodness, justice, freedom, love, faith, hope, dignity that constitute the principles of his professional activity and his whole life. The subjective component defines the level of self-determination and the method of self-realization of a teacher in the professionally meaningful environment. The teacher's subjectivity is a social reality, a way of existence, life creativity that carries responsibility for the students', the colleagues' and country's destinies, for its own destiny and is based on the real basis of its internal forces. Individuality is an inimitable identity of a teacher, a set of inherent only to him special qualities, it manifests itself in his temperament features, character, interests specificity, in the peculiarities of activity and creativity. The teacher's formation is a complex and long process of his self-determination, separation from the general to the universal, conversion into uniqueness and originality. For the teacher it means that only individuality can become a master of his craft. The specifics of the individuality of a teacher lies in the fact that this process is the development of a human person. The most significant characteristics of individuality is the creation of a new teacher based on the desire to feel and express their creative nature, the unique features of his personality, originality of pedagogical style, professionalism and desire to become a modern and well-known teacher.
Abstract This article reflects on a European Union-funded research project – Social Documentary as a Pedagogic Tool – and its local implementation in Citizenship pedagogy in three non-selective English secondary schools in mixed and 'disadvantaged' communities in the West Midlands. An ethnographic methodology (for pedagogy) enabled Citizenship students to produce documentary films representing their communities' perceptions of local identities in relation to Europe and its future. In working ethnographically, students making the documentary films were at the same time the 'subjects' (agents) and 'objects' (the data) of the learning and the research. Data was captured for discourse analysis in three forms – the documentary films produced by students, uploaded to the project's website and screened at two international film festivals; individual interviews with teachers and group interviews with participating students. The article reviews the discursive data and discusses the potential of this pedagogic intervention for reflexive learning in Citizenship to successfully work in the 'interplay between contexts for action, relationships within and across contexts, and the dispositions that young people bring to such contexts and relationships'.
Promoting teachers, parents and students to collaborate and participate in homework has important value to improve educational quality and develop a learning community. Based in the Chinese education context, the authors conducted an experiment of Happy Homework in one elementary school. The homework catalyzed the full participation of parents and cooperative innovation between the teachers and students. To investigate the outcomes and experiences of the project, the authors utilized a variety of research methods, such as questionnaires, onsite observation, interviewing and discussion with stakeholders, and transcript analysis. The authors found that collaboration among teachers, parents and students played a big role in the development of the students. It stimulated the students to perceive the quality of learning, and the students' performance, learning quality, self-awareness, and social and emotional development was improved. In addition, a learning community was developed. Based on the initial case study, a series of follow-up research studies are being carried out in the case study school.
