Professional Qualities and Teacher Induction

Tickle, Les

doi:10.1080/13674580100200170

Cited by 21 publications

(16 citation statements)

References 4 publications

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“…Yet the teachers in this study did not regard it as a significant factor in their early professional development and the Standards have little meaning for them. They only made reference to it when prompted to do so, and their views support the criticisms of the programme as reductionist and representing a 'minimal view of the role of the teacher' (Tickle, 2001). They regarded it as, at best, inconsequential, and, at worst, a thorough waste of time; feeling that the school paid little regard to the work they had put into compiling their portfolios, it was regarded as simply a rite of passage.…”

Section: Discussion Of Findingsmentioning

confidence: 90%

“…The programme is not without its critics (Tickle, 2001), and researchers are addressing the possible tensions between the formal process of induction and the informal learning that takes place outside the prescriptions of these structures, particularly through relationships with colleagues and children (McNally & Boreham, 2004). It has been criticised for neglecting the pastoral dimension of induction, as highlighted by Marion Jones' study of the socialisation of new teachers to the teaching profession:…”

mentioning

confidence: 99%

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Context and learning factors in the development of teacher identity: a case study of newly qualified teachers during their induction year

Findlay

2006

Journal of In-Service Education

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This paper reports on a small-scale case study of five newly qualified teachers in one school. The aim of the study was to identify the context and learning factors that enable and constrain the professional growth of new teachers, and to locate the place of formal induction arrangements within the broader experiences of the first year in teaching. The research adopts a narrative-biographical approach, combined with a micro-political perspective, and draws on the findings reported by Michael Eraut concerning the learning and context factors that affect professional growth in other domains. The findings suggest that more attention to these factors could inform the implementation of formal induction procedures and make the process more meaningful for beginning teachers.

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Section: Discussion Of Findingsmentioning

confidence: 90%

mentioning

confidence: 99%

Context and learning factors in the development of teacher identity: a case study of newly qualified teachers during their induction year

Findlay

2006

Journal of In-Service Education

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“…Dilemmas mirror, in some coherent way, the arena of the professional reflections and choices with respect to the initiation of activities in teaching. Illuminations of such dilemmas are to be found (Darling Hammond, 2000;Hargreaves, 1997) in the many accounts of practitioner research and self-studies by individual teacher educators (Loughran, 2003;Samaras, 2002) or in biographies (Boshuizen, 2003;Loughran & Russell, 2002;Tickle, 2001).…”

Section: Capturing Teacher Educator's Views On Teachingmentioning

confidence: 96%

“…Several studies (Cochran-Smith & Zeichner, 2006;Loughran, 2003;Samaras, 2002;Tickle, 2001) have shown that teacher educators assume positive attitudes and beliefs toward their role in exercising and moderating teaching practices in their students. Others (Grossman, 2005;Loughran & Russell, 2002), however, found teacher educators experience conflicts when trying to realize their preferred approaches into their teaching (see also Jeffrey & Woods, 1998;Samaras, 2002).…”

Section: Capturing Teacher Educator's Views On Teachingmentioning

confidence: 97%

Teacher educator dilemmas: a concept to study pedagogy

Cabaroğlu

Tillema

2011

Teachers and Teaching

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To disclose the inner process of teacher educators' dealing with their different roles and their coping with conflicting demands, the study of dilemmas encountered in practice may offer a promising perspective. Building on previous research on teaching dilemmas, this study uses a comparative approach to disclose teacher educators' views on pedagogy. Qualitative interview data from within the Turkish context are contrasted with datasets from Israel and The Netherlands to gauge common notions on the pedagogy of teaching student teachers. The findings indicate shared dilemmas across contexts acting as key constraints to the teaching of teacher educators, which are mainly related to implementing pedagogy, while differences across contexts found mainly had to do with orientations and views on teaching. In this respect, the concept of dilemmas is a fruitful way of disclosing these constraints and perspectives.

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“…Some authors add to this the potential of reflection to improve practice (Loughran, 2002;Reiman, 1999;Stanley, 1998). The emphasis on reflection in the literature sees teaching activity as: inquiry oriented, action-related and personal (Cochran-Smith & Lytle, 1998;Kremer-Hayon & Tillema, 1999), as an activity in which tensions or dilemmas (Windschitl, 2002), once revealed, may produce new solutions; and when closely scrutinized may systemize professional expertise, as well as enrich it (Eraut, 2000;Tickle, 2001;*Corresponding author. Email: tillema@fsw.leidenuniv.nl Downloaded by [Bangor University] at 04:41 27 December 2014 Wang & Odell, 2002).…”

Section: Introductionmentioning

confidence: 96%

Teachers reflecting on their work: articulating what is said about what is done

Mena

Sánchez

Tillema

2008

Teachers and Teaching

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14 2 0000002008 HarmTillema tillema@fsw.leidenuniv.nl Teachers' written reflections on their work, which report on a change in their practice, were the object of this research. Taking teachers' articulation of their plans and actions in teacher journals as our source, this study's aim is twofold: (1) to describe how teacher reflect in a selfinitiated and non-framed way on their own practice, and (2) to review teacher self generated reflections in reference to models of reflection. In this way, we tried to disclose what precisely teachers write (said) when reflecting on their work (did) in order to appreciate their way of describing what matters in their work; and position this in reference to models that conceptualise ("talk") on how to actualise ('walk') reflection. This 'double' articulation of reflection is gauged in two ways, i.e., on: a) completeness, that is, whether it includes relevant components of reflection (models) to be found in the literature, and on b) recursiveness, that is, whether the written account gives evidence of an integrated cyclical, i.e., recursive process of re-view, which appraises and looks back on what has been accomplished.The results show that teachers do not work along the lines identified in current reflection models (i.e. providing clear problem definition, searching for evidence, planning for change, and reviewing plans). Instead, many teachers use a narrative and valuing appraisal of their accomplishments; not so much cautiously reviewing their actions but prospectively commenting on plans and solutions for future action. The data lead us to be cautious about the prominence of reflection models as advocated in the literature to be applied to teachers' written accounts of their practice.

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Professional Qualities and Teacher Induction

Cited by 21 publications

References 4 publications

Context and learning factors in the development of teacher identity: a case study of newly qualified teachers during their induction year

Context and learning factors in the development of teacher identity: a case study of newly qualified teachers during their induction year

Teacher educator dilemmas: a concept to study pedagogy

Teachers reflecting on their work: articulating what is said about what is done

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