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Teachers Career Trajectories and Work Lives

Teachers  Career Trajectories and Work Lives Author Martin Bayer
ISBN-10 9789048123582
Release 2009-06-25
Pages 230
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The working and career lives of teachers have changed radically over the last two decades. Reforms have turned education into a commodity and pupils into ‘consumers’. Yet not since 1992 has there been a comprehensive overview of research findings on teachers’ working lives. This anthology plugs the gap by collecting various scholarly contributions and perspectives on teachers’ career trajectories and work lives. The material includes an introduction to previous research within the field, presents a range of contemporary research and offers suggestions as to what lies ahead. Among the contributors are leading educational academics who describe a variety of national contexts, illustrating how problems and challenges relating to the teaching profession manifest themselves and are tackled in different countries. The anthology also shows just how many aspects of teachers’ career trajectories and work lives transcend national boundaries. Common international themes include stronger ties between education and the economy, and a growing importance placed on how students’ skills relate to the perceived needs of the labour market. There is also a greater degree of political interference in curriculum goals and processes, and an expanding obsession with evaluation. In many countries, a whole generation of teachers are reaching retirement age, ‘changing the guard’ with a crop of new young recruits who are ever harder to attract. At a time when there is an increasing focus on issues such as teacher recruitment, retention and professional development, this anthology offers insight and inspiration to teacher educators and educational policy makers as well as to current and prospective teachers. It also aims at encouraging research into the field of teachers’ working lives.



Back to the Future

Back to the Future Author Maria Assunção Flores
ISBN-10 9789462092402
Release 2013-06-13
Pages 323
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Schools and teachers are facing various challenges in a rapidly changing world. In such circumstances, discussing and sharing concerns of mutual interest regarding policy, practice and research is crucial to creating more sophisticated understandings of the various challenges as a first step in the improvement of education. While the future should not be imprisoned in the past, the past does provide valuable lessons that will undergo new iterations in constructing the future. The future will be multi-faceted and complex and the different chapters included in this book are intended to provide important contributions from which to build the future of education. The different chapters provide readers with international perspectives, frameworks and empirical evidence of legacies, continuities and changes in educational policy, practice and research in teaching, teacher education and learning. We hope that they inspire the readers to build the future and to change their own professional realities. —Cheryl J. Craig, Ph.D., Professor, University of Houston, Houston, TX, USA, Secretary, ISATT This book metaphorically captures the looking backward to the past—pressing forward to the future that typically takes place on celebratory occasions. It causes us to pause and remember even as we race toward a time unknown to us. In a sense, the authors featured in this book serve as tour guides pointing out legacies, continuities and changes in teaching and teacher education. I strongly urge readers not only to peruse the chapters that follow, but to distill them to their essences and to glean what is of value to be learned from them. In conclusion, the ISATT Executive especially thanks the co-editors of this volume who have compiled a superb collection of chapters on a timely and relevant topic.



New Understandings of Teacher s Work

New Understandings of Teacher s Work Author Christopher Day
ISBN-10 940070545X
Release 2011-03-02
Pages 256
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Within educational research that seeks to understand the quality and effectiveness of teachers and school, the role emotions play in educational change and school improvement has become a subject of increasing importance. In this book, scholars from around the world explore the connections between teaching, teacher education, teacher emotions, educational change and school leadership. (For this text, “teacher” encompasses pre-service teachers, in-service teachers and headteachers, or principals). New Understandings of Teacher’s Work: Emotions and Educational Change is divided into four themes: educational change; teachers and teaching; teacher education; and emotions in leadership. The chapters address the key basic and substantive issues relative to the central emotional themes of the following: teachers’ lives and careers in teaching; the role emotions play in teachers’ work; lives and leadership roles in the context of educational reform; the working conditions; the context-specific dynamics of reform work; school/teacher cultures; individual biographies that affect teachers’ emotional well-being; and the implications for the management and leadership of educational change, and for development, of teacher education.



International Handbook of Research in Professional and Practice based Learning

International Handbook of Research in Professional and Practice based Learning Author Stephen Billett
ISBN-10 9789401789028
Release 2014-07-15
Pages 1383
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The International Handbook of Research in Professional and Practice-based Learning discusses what constitutes professionalism, examines the concepts and practices of professional and practice-based learning, including associated research traditions and educational provisions. It also explores professional learning in institutions of higher and vocational education as well the practice settings where professionals work and learn, focusing on both initial and ongoing development and how that learning is assessed. The Handbook features research from expert contributors in education, studies of the professions, and accounts of research methodologies from a range of informing disciplines. It is organized in two parts. The first part sets out conceptions of professionalism at work, how professions, work and learning can be understood, and examines the kinds of institutional practices organized for developing occupational capacities. The second part focuses on procedural issues associated with learning for and through professional practice, and how assessment of professional capacities might progress. The key premise of this Handbook is that during both initial and ongoing professional development, individual learning processes are influenced and shaped through their professional environment and practices. Moreover, in turn, the practice and processes of learning through practice are shaped by their development, all of which are required to be understood through a range of research orientations, methods and findings. This Handbook will appeal to academics working in fields of professional practice, including those who are concerned about developing these capacities in their students. In addition, students and research students will also find this Handbook a key reference resource to the field.



The Professional Development of Teacher Educators

The Professional Development of Teacher Educators Author Tony Bates
ISBN-10 9781317983279
Release 2014-12-18
Pages 424
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This book makes a significant contribution to a hitherto much neglected area. The book brings together a wide range of papers on a scale rarely seen with a geographic spread that enhances our understanding of the complex journey undertaken by those who aspire to become teachers of teachers. The authors, from more than ten countries, use a variety of approaches including narrative/life history, self-study and empirical research to demonstrate the complexity of the transformative search by individuals to establish their professional identity as teacher educators. The book offers fundamental and thoughtful critiques of current policy, practice and examples of established structures specifically supporting the professional development of teacher educators that may well have a wider applicability. Many of the authors are active and leading persons in the international fields of teacher education and of professional development. The book considers: novice teacher educators, issues of transition; identity development including research identity; the facilitation and mentoring of teacher educators; self-study research including collaborative writing, use of stories; professional development within the context of curriculum and structural reform. Becoming a teacher is recognised as a transformative search by individuals for their teaching identities. Becoming a teacher educator often involves a more complex and longer journey but, according to the many travel stories told here, one that can be a deeply satisfying experience. This book was published as a special issue of Professional Development in Education.



Cultural Social and Political Perspectives in Science Education

Cultural  Social  and Political Perspectives in Science Education Author Kathrin Otrel-Cass
ISBN-10 9783319611914
Release 2017-10-20
Pages 211
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This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches to researching teaching and learning in science. Taking a point of departure in empirical examples from the Nordic countries the collection of work is taking a critical sideways glance at the Nordic education principles. Critical examinations target specifically those who are researching in the fields of science education research to question whether conventional research approaches, foci and theoretical approaches are sufficient in a world of science education that is neither politically neutral, nor free of cultural values. Attention is not only on the individual learner but on the cultural, social and political conditions and contexts in science education. The different chapters review debates and research in teacher education, school teaching and learning including when external stakeholders are involved. Even though the chapters are contextualized in Nordic settings there will be similarities and parallels that will be informative to the international science education research community.



Teacher centered Professional Development

Teacher centered Professional Development Author Gabriel Díaz-Maggioli
ISBN-10 9780871208590
Release 2004
Pages 181
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Teacher-Centered Professional Development is a hands-on guide to collaborative skill building for educators. It introduces the Teacher's Choice Framework, a model that empowers teachers by helping them choose and initiate professional growth activities according to their schedules, strengths, and needs. The book describes a wide variety of professional development strategies, including mentoring, journal writing, peer-to-peer coaching, and seminars. For each strategy, the author provides: * A brief history of the research base * A step-by-step guide to implementing the strategy * Sample handouts and assessment forms * Examples from the field of the strategy in practice With this book, teachers at all levels can quickly learn how to set up development teams, conduct action research, and engage in other activities to further their skills. In addition, the Teacher's Choice Framework helps educators prioritize their needs and choose the strategies that best suit those needs. Teacher-Centered Professional Development offers both a perfect introduction to staff development options and a commonsense method for choosing among them.



The New Lives of Teachers

The New Lives of Teachers Author Christopher Day
ISBN-10 9781136944543
Release 2010-06-10
Pages 240
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The New Lives of Teachers examines the varied, often demanding commitments on teachers’ lives today as they attempt to pursue careers in primary and secondary education. Building upon Huberman’s classic study, it probes not only teachers’ everyday lives, but also the ways in which they negotiate the pitfalls of professional development and the different life and work ‘scenarios’ that challenge their sense of identity, well-being and effectiveness. The authors provide a new evidence-based framework to investigate and understand teachers’ lives. Using a range of contemporary examples of teaching, they demonstrate that it is the relative success with which teachers manage various personal, work and external policy challenges that is a key factor in the satisfaction, commitment, well-being and effectiveness of teachers in different contexts and at different times in their work and lives. The positive and negative influences upon career and professional development and the influences of school leadership, culture, colleagues and conditions are also shown to be profound and relate directly to teacher retention and the work-life balance agenda. The implications of these insights for teaching quality and teacher retention are discussed. This book will be of special interest to teachers, teachers’ associations, policy makers, school leaders, and teacher educators, and should also be of interest to students on postgraduate courses.



Transforming Classroom Practice

Transforming Classroom Practice Author Arlene Borthwick
ISBN-10 1564842460
Release 2008
Pages 241
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Although there is no one right approach to working with teachers, professional developers will increase their chances for success when they base their work on a solid theoretical background of adult learning theory and organizational development, along with an understanding of lessons learned from the practice of others through the years, both nationally and internationally. This book provides an overview of professional development programs that have demonstrated longterm success through assessment of outcomes. The models described here explore approaches that expand teachers knowledge, skill, and confidence in using technology tools in teaching and learning environments, with the focus on improving teaching and learning rather than on the technology use. Thirteen chapters cover a wide range of topics, including a history of professional development in educational technology and a grounding in the relevant literature; successful and cutting-edge professional development models that discuss program planning, implementation, and assessment; and a discussion of lessons to be learned. The chapters are presented against a backdrop of selected relevant literature. Also available: Visual Arts Units for All Levels - ISBN 1564842428 IT's Elementary!: Integrating Technology in the Primary Grades - ISBN 1564842282 About the Author Arlene Borthwick is Department Chair and Associate Professor, Integrated Studies in Teaching, Technology, and Inquiry, at the National College of Education at National-Louis University (Chicago). She is the President of ISTE's Special Interest Group for Teacher Educators and a member of the editorial board of the Journal of Computing in Teacher Education. Melissa Pierson is Director of Teacher Education and Associate Professor of Instructional Technology at the University of Houston. Her current research interests include the integration of technology, pedagogy, and content (Technological Pedagogical Content Knowledge, or TPCK) in teacher education, and the use of inquiry and action research to inform novice teachers' technology integration practices.



What We Now Know about Jewish Education

What We Now Know about Jewish Education Author Roberta Louis Goodman
ISBN-10 9781934527078
Release 2008
Pages 596
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When What We Know about Jewish Education was first published in 1992, Stuart Kelman recognized that knowledge and understanding would greatly enhance the ability of professionals and lay leaders to address the many challenges facing Jewish education. With increased innovation, the entry of new funders, and the connection between Jewish education and the quality of Jewish life, research and evaluation have become, over the last two decades, an integral part of decision making, planning, programming, and funding.



Identity Work in the Contemporary University

Identity Work in the Contemporary University Author Jan Smith
ISBN-10 9789463003100
Release 2015-12-24
Pages 222
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"Academic identities research is a growing area of scholarly enquiry especially as academics themselves question the evolving nature of their roles in rapidly-changing university environments. Performative frameworks in many countries around the world reflect these changes and this volume brings a number of disciplinary perspectives to bear on how we understand the lived experiences of academic life in a global context. Contributors explore the power of conceptual tools drawn from Philosophy, Psychology, Sociology and Politics to challenge increasingly instrumental neoliberal political approaches to higher education, supported by empirical evidence. Worthwhile teaching, learning and research require significant personal investment, and the book pays particular attention to the deeply affective dimensions of current academic practices. In Part One, tools to conceptualise academic identity-work drawn from foundational academic disciplines are applied to contemporary higher education practices. Part Two foregrounds how working in universities today proceeds, with a particular focus on how academics respond to the multiplicity of institutional demands. The most pressing perceived demand, supported by contributions in Part Three, is publication: the need to be ‘visible’ to ‘count’ is now a global imperative, with the affective dimensions not yet well-understood at policy level. In Part Four, those who support colleagues negotiating a reconfigured academic terrain explore productive approaches towards this task to ensure that academic practice remains rooted in the values previously outlined. This book will be of interest to those working in universities globally who seek a deeper appreciation of the contextual drivers that shape academic work."



Education for Life and Work

Education for Life and Work Author Committee on Defining Deeper Learning and 21st Century Skills
ISBN-10 9780309256506
Release 2013-01-01
Pages 229
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Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.



Learning Through Practice

Learning Through Practice Author Stephen Billett
ISBN-10 9789048139392
Release 2010-06-02
Pages 288
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Practice-based learning—the kind of education that comes from experiencing real work in real situations—has always been a prerequisite to qualification in professions such as medicine. However, there is growing interest in how practice-based models of learning can assist the initial preparation for and further development of skills for a wider range of occupations. Rather than being seen as a tool of first-time training, it is now viewed as a potentially important facet of professional development and life-long learning. This book provides perspectives on practice-based learning from a range of disciplines and fields of work. The collection here draws on a wide spectrum of perspectives to illustrate as well as to critically appraise approaches to practice-based learning. The book’s two sections first explore the conceptual foundations of learning through practice, and then provide detailed examples of its implementation. Long-standing practice-based approaches to learning have been used in many professions and trades. Indeed, admission to the trades and major professions (e.g. medicine, law, accountancy) can only be realised after completing extended periods of practice in authentic practice settings. However, the growing contemporary interest in using practice-based learning in more extensive contexts has arisen from concerns about the direct employability of graduates and the increasing focus on occupation-specific courses in both vocations and higher education. It is an especially urgent issue in an era of critical skill shortages, rapidly transforming work requirements and an aging workforce combined with a looming shortage of new workforce entrants. We must better understand how existing models of practice-based learning are enacted in order to identify how they can be applied to different kinds of employment and workplaces. The contributions to this volume explore ways in which learning through practice can be conceptualised, enacted, and appraised through an analysis of the traditions, purposes, and processes that support this learning—including curriculum models and pedagogic practices.



Educational Research and Innovation Pedagogical Knowledge and the Changing Nature of the Teaching Profession

Educational Research and Innovation Pedagogical Knowledge and the Changing Nature of the Teaching Profession Author Guerriero Sonia
ISBN-10 9789264270695
Release 2017-02-21
Pages 276
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Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these ...



Vocational Education

Vocational Education Author Stephen Billett
ISBN-10 940071954X
Release 2011-07-02
Pages 266
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This book discusses what constitutes vocational education as well as its key purposes, objects, formation and practices. In short, it seeks to outline and elaborate the nature of the project of vocational education. It addresses a significant gap in the available literature by providing a single text that elaborates the scope and diversity of the sector, its key objectives (i.e. vocations and occupations), its formation and development as an education sector, and the scope of its purposes and considerations in the curriculum. The volume achieves these objectives by discussing and defining the concept of vocational education as being that form of education that seeks to advise individuals about, prepare them for, and further develop their capacities to perform the kinds of occupations that societies require and individuals need to participate in—and through which they often come to define themselves. In particular, it discusses the distinctions between occupations as a largely social fact and vocations as being a socially shaped outcome assented to by individuals. As people identify closely with the kinds of occupations they engage in, the standing of, and the effectiveness of vocational education is central to individuals’ well-being, competence and progress. Ultimately, this book argues that the provision of vocational education needs to realise important personal and social goals.



Never Work Harder Than Your Students and Other Principles of Great Teaching

Never Work Harder Than Your Students and Other Principles of Great Teaching Author Robyn R. Jackson
ISBN-10 9781416612261
Release 2010-08-13
Pages 249
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Is great teaching a gift that only a few of us are born with, or is it a skill that can be learned? In Never Work Harder Than Your Students, Robyn Jackson makes a radical assertion: Any teacher can become a master teacher by developing a master teacher mindset. The master teacher mindset can be achieved by rigorously applying seven principles to your teaching until they become your automatic response to students in the classroom. The more you practice these seven principles, the more you begin to think like a master teacher: 1. Start where your students are. 2. Know where your students are going. 3. Expect to get your students to their goal. 4. Support your students along the way. 5. Use feedback to help you and your students get better. 6. Focus on quality rather than quantity. 7. Never work harder than your students. Using these principles, Jackson shows you how to become a master teacher no matter where you are in your practice. Each chapter provides a detailed explanation of one of the mastery principles, the steps you need to take to apply them to your own practice, and suggestions for how you can begin practicing the principle in your classroom right away. Jackson offers stories from her own teaching practice, as well as from other teachers she has helped, to show you how each principle works. Teaching is a hard job, but using Jackson's principles will help you and your students reap the rich rewards of that hard work.



Annual Meeting Program

Annual Meeting Program Author American Educational Research Association
ISBN-10 01639676
Release 2008
Pages
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Annual Meeting Program has been writing in one form or another for most of life. You can find so many inspiration from Annual Meeting Program also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Annual Meeting Program book for free.