New Teachers: Becoming a Balanced Teacher: Idealist Goals, Realist Expectations

Farr, Jason

doi:10.2307/820383

Cited by 3 publications

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“…Education focuses on the need for individuals to acquire knowledge and skills that can help them adapt to the information society, the learning society, and economic and technological developments. This situation leads to an increase in the importance given to education, and makes education a new investment area for capital and a profitable sector (Ercan, 1998). Freire (2010) defines this education style as "banking model of education".…”

Section: Introductionmentioning

confidence: 99%

Teachers’ approaches to the principles of critical pedagogy: a mixed-method study

2021

PERR

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Critical pedagogy is a pluralistic approach that emphasizes the individual and his/her creative potential (Freire, 2010). Today's schools are seen far from this process and the need for a renewal process becomes highly evident. The purpose of the current study is to investigate teachers' opinions at different levels of education about the principles of critical pedagogy in terms of other variables. To this end, the study employed the "explanatory sequential mixed design," one of the mixed-method approaches. In the quantitative dimension of the study, the participating teachers' opinions were elicited by using the "Principles of Critical Pedagogy Scale" developed by Yılmaz (2009). In the qualitative dimension, a semi-structured interview form was used to collect data. While 378 teachers participated in the quantitative dimension of the study, 16 teachers participated in the qualitative dimension. According to the findings of the study, it was found that the participating teachers' level of agreement with the principles of critical pedagogy is low in general. The findings obtained in the qualitative dimension of the current study have revealed that even the teachers positively evaluating the education system in different respects stated that rather than liberating individuals, the education system is an obstacle to their liberation.

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Section: Introductionmentioning

confidence: 99%

Teachers’ approaches to the principles of critical pedagogy: a mixed-method study

2021

PERR

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“…Farr (1997) refers to romanticised, uplifting teacher narratives from popular culture as reinforcing idealised myths about teaching, and setting highly unrealistic expectations for early-career teachers.…”

Section: Adjusting Early-career Teacher Expectationsmentioning

confidence: 99%

Adjusting Personal Expectations: An Analysis of Early-Career Teacher Narratives

Constantine¹

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iii AbstractThe early years of a teacher's career are often a site of tension, where long-standing beliefs about what it is to be a teacher are challenged. The images and ideals that teachers have of themselves -their "personal expectations" (Cole & Knowles, 1993) -have recognised implications for the development of a teacher's professional identity. Early-career teachers often confront a disparity between their personal expectations, and what they find to be realistic to achieve in practice. Understanding how early-career teachers adjust their personal expectations, whilst at the same time maintaining their commitment to the profession, is at the core of this narrative study.This study of four early-career teachers in Queensland seeks to address the following research questions: (1) how do teachers adjust their personal expectations during the early-career years? and (2) This study drew upon semi-structured interviews (Schuman, 1982;Seidman, 2013) in the data collection phase. Not only did the research method allow for depth in the responses, but also allowed for participants to engage in a process of ongoing reflection and engagement in the construction of the narrative. The analysis was guided by the narrative approach detailed by Clandinin and Connelly (2000), andConnelly and Clandinin (2006). The findings of the study are presented as narratives:individual, idiosyncratic stories of teachers' lives, experiences and expectations. Abstract ivThe findings of this study suggest that early-career teachers adjust their personal expectations gradually and with difficulty, and only through reflecting and acting upon their own professional experimentation. Importantly, the findings demonstrate that whilst feedback, collegial relationships and trial-and-error practices are critical for early-career teachers to develop more realistic expectations of themselves, retaining some aspects of their initial expectations allows them to maintain their ideological vision of themselves in a teaching role. This study provides considerable insight into the ways that teachers can be better prepared for their first years in the profession, and, as such, has implications for early-career teachers, school administrators, policymakers, and for universities. The findings suggest that encouraging early-career teachers to confront unrealistic personal expectations is critical in empowering them to shape strong professional identities.Abstract v

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Faculty Members’ Understanding of Teaching Efficacy Criteria

Mehdınezhad¹

2012

Education Inquiry

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New Teachers: Becoming a Balanced Teacher: Idealist Goals, Realist Expectations

Cited by 3 publications

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Teachers’ approaches to the principles of critical pedagogy: a mixed-method study

Teachers’ approaches to the principles of critical pedagogy: a mixed-method study

Adjusting Personal Expectations: An Analysis of Early-Career Teacher Narratives

Faculty Members’ Understanding of Teaching Efficacy Criteria

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