Perspectives on the Teaching Career

Huberman, Michael; Thompson, Clarissa A.; Weiland, Steven

doi:10.1007/978-94-011-4942-6_2

Cited by 25 publications

(23 citation statements)

References 59 publications

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“…gender, age, education). Neither it was connected directly with certain -2 2 0 -professional stages o f a teacher's career (Huberman et al 1997), even though some stages, like entering the profession, and the 'conservative' stage (Huberman, 1993) appeared to be more 'vulnerable' to difficulties and stagnation. Analyzing the antecedents, which brought teachers and principals to their current unwanted situation, brings to mind two unifying themes: first, poor fit between the organization and the worker.…”

Section: Chapter 10 Analysis and Discussionmentioning

confidence: 99%

“…Some o f the classical studies on stages in life (Lowenthal et al, 1975;Neugarten & Datan, 1973;Ryff & Baltes, 1976) found the tendency, with age toward increased rigidity and dogmatism, toward greater prudence and more resistance to innovations. This general attitude shift appears to accelerate around the fiftieth biological year (Huberman et al, 1997). According to Huberman (1989) the final stage is disengagement, which involves gradual withdrawal and winding down (Fessler & Christensen, 1992 Several authors describe veteran teachers (50 to 60 years old) as ardent complainers (Peterson, 1964;Prick, 1986, Huberman, 1993.…”

Section: Aggressive and Insensitive Behavior Toward Pupilsmentioning

confidence: 99%

“…little about the early stages o f the teachers' professional choice, training at college, selection and induction to work we have limited information to assess the initial match between their teachers and the work demands. Studies on teachers' career entry describe this phase as a period o f 'survival and discovery' (Fuller & Brown, 1975;Veenman, 1982;Huberman et al, 1997). The novice teachers lack basic pedagogic skills, rely on trial and error, are preoccupied with selfj experience discrepancy between their ideals and the realities o f the classroom life, face fragmentation o f the work and difficulty in combining instruction and classroom management.…”

Section: Copingmentioning

confidence: 99%

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Managing “challenging” teachers

Yariv

Coleman

2005

International Journal of Educational Management

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PurposeThe purpose of this paper is to investigate the ways in which elementary school principals in Israel deal with teachers who are “challenging” in their behaviour, that is those who are perceived as under‐performing. This is an important and under‐researched area of educational management.Design/methodology/approachInterviews were carried out with 40 elementary school principals, every fourth school being sampled in the northern district of Haifa. They were asked to recall a particularly difficult teacher and their shortcomings and then asked about the measures they took, in chronological order, to solve the problem.FindingsThe findings indicated that the principals preferred supportive measures or making changes to the organization rather than confronting the teachers. More than half the principals had started by ignoring the difficulties. In the end most did discuss the situation with the teacher and that sometimes involved direct criticism. In half of the cases the teacher left the school by the end of the year.Research implications/limitationsThe research findings are limited as they only relate to the views of the principals, leading to the possibility of researcher empathy with the principals. Further research might investigate the teachers perspective.Practical implicationsFrom a practical point‐of‐view, the current findings indicate that elementary school principals need to be better equipped with knowledge, managerial skills and sources of assistance to solve personnel difficulties.Originality/valueThis paper adds to the limited literature on the subject of under‐performing teachers and reveals the resulting personnel difficulties faced by principals.

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Section: Chapter 10 Analysis and Discussionmentioning

confidence: 99%

Section: Aggressive and Insensitive Behavior Toward Pupilsmentioning

confidence: 99%

Section: Copingmentioning

confidence: 99%

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Managing “challenging” teachers

Yariv

Coleman

2005

International Journal of Educational Management

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“…Desta forma, entende -se que "o sentido do desenvolvimento profissional dos professores depende das suas vidas pessoais e profissionais e das políticas e con-textos escolares nos quais realizam a sua atividade docente" (Day, 2001, p. 15), isto é, a direção que o desenvolvimento profissional de cada indivíduo assume é sempre resultado por um lado, das suas biografias pessoais e, por outro, de influências (diretas e indiretas) que os contextos onde pratica a sua atividade profissional exercem sobre ele (Burden, 1990;Burke, 1987;Day, 2001;Feixas, 2002Feixas, , 2004Huberman et al;1997;Imbernón, 1999;Knight et al, 2006;Kugel, 1993;Robertson, 1999;entre outros).…”

Section: A Dimensão Individual E Organizacionalunclassified

“…Os dados apresentados vêm suportar esta convicção, revelando a consciencialização de que quer circunstâncias inerentes às condições socioprofissionais, quer organizacionais, quer elementos da esfera individual e pessoal interferem nos processos de desenvolvimento profissional (Burden, 1990;Burke, 1987;Day, 2001;Feixas, 2002Feixas, , 2004Fesseler & Christensen, 1992;Huberman et al;1997;Imbernón, 1999;Knight et al, 2006;Kugel, 1993;Robertson, 1999;entre outros).…”

Section: Considerações Finaisunclassified

Trajetórias no Desenvolvimento Profissional Docente no Ensino Superior: Fatores Condicionantes

Almeida

2015

RPP

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A navegação consulta e descarregamento dos títulos inseridos nas Bibliotecas Digitais UC Digitalis, UC Pombalina e UC Impactum, pressupõem a aceitação plena e sem reservas dos Termos e Condições de Uso destas Bibliotecas Digitais, disponíveis em https://digitalis.uc.pt/pt-pt/termos.Conforme exposto nos referidos Termos e Condições de Uso, o descarregamento de títulos de acesso restrito requer uma licença válida de autorização devendo o utilizador aceder ao(s) documento(s) a partir de um endereço de IP da instituição detentora da supramencionada licença.Ao utilizador é apenas permitido o descarregamento para uso pessoal, pelo que o emprego do(s) título(s) descarregado(s) para outro fim, designadamente comercial, carece de autorização do respetivo autor ou editor da obra.Na medida em que todas as obras da UC Digitalis se encontram protegidas pelo Código do Direito de Autor e Direitos Conexos e demais legislação aplicável, toda a cópia, parcial ou total, deste documento, nos casos em que é legalmente admitida, deverá conter ou fazer-se acompanhar por este aviso. Trajetórias no desenvolvimento profissional docente no Ensino Superior: fatores condicionantes Autor(es):Almeida, Marta Mateus de AbstractBeing part of a wider inquiry, aimed to contribute to the understanding of the professional development of higher education teachers, focusing specially on those who work in teacher training at the polytechnic higher education subsystem, the current text gives account of the results obtained in the qualitative phase of the study. This phase intended to analyze the representations of the university teachers, by conducting semi -directive in -depth interviews. Based on the results of the subjects' speech content analysis, it was possible to identify endogenous and exogenous factors, which influenced, favorably or unfavorably, the processes of learning and professional development at some point in their professional careers. If the endogenous factors are preferably referred to as potentiating factors of the professional development, exogenous factors stand out as inhibitory factors. It is worth noting that teacher training is also recognized by respondents as a booster mechanism of teacher's professional development.

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Teachers' Career Trajectories: An Examination of Research

Rolls¹,

Plauborg²

2009

Teachers' Career Trajectories and Work Lives

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Perspectives on the Teaching Career

Cited by 25 publications

References 59 publications

Managing “challenging” teachers

Managing “challenging” teachers

Trajetórias no Desenvolvimento Profissional Docente no Ensino Superior: Fatores Condicionantes

Teachers' Career Trajectories: An Examination of Research

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