Teacher dilemmas as sources of change and development

Caspari-Gnann, Ira; Sevian, Hannah

doi:10.1016/j.tate.2021.103629

Cited by 17 publications

(3 citation statements)

References 48 publications

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“…Learning to teach is always accompanied by feelings of tension (Pillen et al., 2013). These tensions can be sources of growth when student teachers effectively cope with them (Caspari‐Gnann & Sevian, 2022) but can cause dropout when teachers do not. Whereas previous research has focused on first‐career teachers' (FCTs') coping strategies, this study focused on which coping strategies SCTs use during their training, and how they perceive the nature outcomes and evolution of the coping strategies.…”

Section: Discussionmentioning

confidence: 99%

“…During their training route, SCTs, like all beginning teachers, have tension‐evoking experiences (Mayotte, 2003; Powers, 2002; Snyder et al., 2012; Tigchelaar et al., 2008; Williams, 2013). Such experiences can be sources of these teachers' growth (Caspari‐Gnann & Sevian, 2022) but can also engender negative emotions and increased levels of stress (Admiraal et al., 2000; Gustems‐Carnicer & Calderón, 2013; Perrez & Reicherts, 1992), which might eventually cause dropout. The greater the scope and variety of the individual's coping repertoire, the more protection coping offers (Pearlin & Schooler, 1978).…”

Section: Introductionmentioning

confidence: 99%

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Coping strategies used by second‐career student teachers

van Heijst,

Volman,

Cornelissen

2023

Brit J of Edu Psychol

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BackgroundWhen second‐career teachers (SCTs) learn to teach, they need to cope with the tension‐evoking moments they encounter. Little is known about the coping strategies SCTs use to manage tensions.AimThe purpose of this study was to investigate the coping strategies SCTs use during the first 1.5 years of teacher training. The SCTs' own perceptions about the usefulness, evolution and specificity of these coping strategies were also studied.SampleTwenty‐four SCTs in the alternative teacher training programme (ATTP) at the University of Amsterdam participated in this study. These SCTs aspired to become teachers of mathematics, physics, economics, computer science or chemistry.MethodFor each participant, written logbook fragments and interviews were analysed in Atlas‐ti.ResultsThe SCTs used in decreasing order: intrapersonal approaching (e.g., resolving problems autonomously), interpersonal approaching (e.g., consulting others) and intrapersonal avoiding strategies (e.g., ignoring an undesired situation). Interpersonal avoiding strategies were not mentioned at all.While the SCTs reported approaching strategies (inter‐ and intrapersonal) as being useful for their development, we also found disadvantages to intrapersonal approaching strategies and advantageous uses of avoiding strategies. The SCTs noted several inter‐ and intrapersonal approaching coping strategies that they considered typical for SCTs.ConclusionIntrapersonal approaching coping strategies can be a risk because of the invisibility of these strategies. Interpersonal strategies should be stimulated because SCTs benefit from the social network in school. Avoiding strategies may serve a purpose for managing the complexity of the teaching profession.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Coping strategies used by second‐career student teachers

van Heijst,

Volman,

Cornelissen

2023

Brit J of Edu Psychol

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“…Elliot’s feedback, a student from the ConS group, for instance, calls for more opportunity of this type of training in organic chemistry. This seems to be surprising because the literature revealed that students often resist when being introduced to a new learning environment and demand a traditional learning setting, , which may be, besides other aspects, a reason why traditional learning settings are omnipresent. However, it is encouraging that students ask for the use of the training in traditional learning settings to support them in applying concept knowledge and building arguments.…”

Section: Students’ Feedbackmentioning

confidence: 99%

Students’ Individual Needs Matter: A Training to Adaptively Address Students’ Argumentation Skills in Organic Chemistry

et al. 2022

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In chemistry, building arguments and applying concept knowledge is closely linked to evaluating claims, supporting claims with evidence, and justifying the linkage of evidence to claim with reasoning. However, previous studies revealed that, when building arguments, students experience challenges either in differentiating between argument components, in applying concept knowledge, or in building multivariate arguments. Scaffolding may remediate these challenges by supporting students as they focus on the expected argument structure and/or activate the required concept knowledge. As students enter the classroom with different prior knowledge, supports need to be adapted to students' needs. Thus, we designed a two-part argumentation training. The first part is a diagnostic training, in which students receive training for building arguments while their performance is analyzed. The second part consists of four trainings, adapted to the area in which each student experienced the greatest challenges, e.g., (1) in differentiating between argument components, (2) in applying concept knowledge, (3) in both areas, or (4) in building multivariate arguments. The tasks in the trainings center on building arguments on alternative reaction pathways in organic chemistry and combine a multitude of chemical concepts, such as nucleophilicity, basicity, enthalpy, or entropy. There were 64 students enrolled in an Organic Chemistry II course who participated in the training. Evaluation of the two-part training revealed (a) the effectiveness of the training and (b) how students evaluated the training themselves.

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Resolving pedagogical dilemmas with preservice and in‐service teachers in Japan

Hall

2024

TESOL Journal

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A pedagogical dilemma occurs when an in‐class event or external factor challenges a teacher's principles or instructional practices and compels the teacher to resolve the dilemma. This article focuses on how resolving dilemmas can enhance the conceptual understanding of both student teachers and their supervisors. The supervisory setting this article describes—university instructors in Japan supervising preservice and in‐service teachers—has not been extensively researched. The article presents three case studies: two on supervising preservice teachers and one on supervising an in‐service teacher. Although approaches to supervision emphasize the facilitative aspect, the case studies of the preservice teachers exhibited circumstances more conducive to a directive‐oriented approach. Nevertheless, with the assistance of the supervisors, the preservice teachers were able to develop episodic knowledge of pedagogical concepts through navigating the dilemmas they experienced. The case study with the in‐service teacher, on the other hand, required a more facilitative approach to supervision. It suggests that the supervisor should understand and accommodate the pedagogical concepts under which the teacher operates to provide useful support in resolving classroom‐based dilemmas.

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Teacher dilemmas as sources of change and development

Cited by 17 publications

References 48 publications

Coping strategies used by second‐career student teachers

Coping strategies used by second‐career student teachers

Students’ Individual Needs Matter: A Training to Adaptively Address Students’ Argumentation Skills in Organic Chemistry

Resolving pedagogical dilemmas with preservice and in‐service teachers in Japan

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