Journal ArticleDOI
Teacher Identity: A Key to Increased Collaboration
TLDR
The authors examined three aspects of teacher identity-representation, preparation, and dedication-as barriers to increased collaboration and revealed how teacher interpretations of their professional identity rest on underlying assumptions and normative beliefs broadly shaped by biography.Abstract:
Recognizing teacher collaboration as an important component of effective teacher leadership, the study reported on in this article examines three aspects of teacher identity-representation, preparation and dedication–as barriers to increased collaboration. Conducted using oral history interviews with eight recently retired public school teachers, the study reveals how teacher interpretations of their professional identity rest on underlying assumptions and normative beliefs broadly shaped by biography. Further, when these assumptions and beliefs are not shared or acknowledged by colleagues, they lead to critical attitudes which limit trust and prohibit meaningful collaboration.read more
Citations
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Journal ArticleDOI
Reconsidering research on teachers' professional identity
TL;DR: A review of recent research on teachers' professional identity can be divided into three categories: (1) studies in which the focus was on teachers’ professional identity formation, (2) studies that were focused on the identification of characteristics of teachers professional identity, and (3) studies where professional identity was (re)presented by teachers' stories.
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Librarians as Teachers: A Qualitative Inquiry into Professional Identity
TL;DR: This paper explored the development of teacher identity among academic librarians through a series of semistructured interviews, and explored the degree to which academic librarian think of themselves as teachers, the ways in which teaching has become a feature of their professional identity, and the factors that may influence Academic Librarians to adopt a teacher identity as part of their personal understandings of their role.
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Preparing Preservice Teachers to Become Teacher Leaders
TL;DR: The authors recommends reflection, service learning, and involvement in university-level student professional organizations as ways to prepare preservice teachers to become teacher leaders, instead of waiting until they have gained experience.
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Assessing Aspects of Professional Collaboration in Schools: Beliefs Versus Practices
TL;DR: The authors investigated teachers' perceptions regarding collaborative activities, diversity in education, the usage of teacher time, and the nature of professional relationships and found that teachers continue to wrestle with conflictual circumstances arising from the confluence of their own aspirations, the expectations of others, and continuing limitations that severely curtail the realization of normative learning communities.
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Coteaching in Physical Education: A Strategy for Inclusive Practice
TL;DR: Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers' coteaching practices within an inclusive high school physical education program and recommendations include shifting orientations within professional preparation programs to account for the social model of disability.
References
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Book
Reproduction in education, society and culture
TL;DR: The Second Edition of Bourdieu's Theory of Symbolic VIOLENCE as discussed by the authors is a collection of essays about the foundation of a theory of symbolic violence and its application in higher education.
Journal ArticleDOI
Teachers’ Professional Development in a Climate of Educational Reform:
TL;DR: The authors posits a problem of fit among five streams of reform and prevailing configurations of teachers' professional development and argues that the dominant training-and-coaching model, focused on expanding an individual repertoire of well-defined classroom practice, is not adequate to the conceptions or requirements of teaching embedded in present reform initiatives.
Journal ArticleDOI
Norms of Collegiality and Experimentation: Workplace Conditions of School Success
TL;DR: This paper conducted interviews with 105 teachers and 14 administrators, supplemented by observation, provide data for a focused ethnography of the school as a workplace, specifically of organizational characteristics conducive to continued learning on the job.
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How teachers taught : constancy and change in American classrooms, 1890-1980
Henry M. Levin,Larry Cuban +1 more
Journal ArticleDOI
Families and Schools
TL;DR: The authors describes the sources of this deficiency and indicates just what elements have come to be missing from home and community These are conceptualized generally as social capital which is now in short supply for children and youth and a general approach to increasing the social capital available to the next generation is indicated.
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