Teacher Education: A Question of Sustaining Teachers

Clandinin, D. Jean; Schaefer, Lee; Long, Julie S.; Steeves, Pam; McKenzie-Robblee, Sue; Pinnegar, Eliza; Wnuk, Sheri; Downey, C. Aiden

doi:10.1007/978-3-642-36970-4_15

Cited by 16 publications

(10 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…La formación docente como un proceso de socialización En los escritos sobre socialización docente se plantea que el proceso de aprender a ser profesor o profesora comienza mucho antes de ingresar a la universidad (BRITZMAN, 2003;CLANDININ;DOWNEY;SCHAEFER, 2014;LORTIE, 1975;ZEICHNER;GORE, 1990). Constituirse como parte del profesorado incluso, en algunos casos, se remontaría a la temprana infancia, donde el juego y la imaginación se constituyen como parte de este proceso de formar un cuerpo de conocimientos personal y profesional (CAINE;STEEVES, 2009;SWANSON, 2013).…”

Section: "Just When I Thought I Finally Learned My Lesson Wellunclassified

“…La certificación como profesor/a permite reingresar al aula con un nuevo rol, dejando de lado aquella larga etapa de estudiante. Este complejo proceso de convertirse en profesor o profesora es el que ha estado en discusión en los últimos años, en la línea de mejorar la formación de quienes consideramos como piedra angular del proceso educativo (AYALA; LUZÓN, 2013;CLANDININ et al, 2013).…”

Section: "Just When I Thought I Finally Learned My Lesson Wellunclassified

See 1 more Smart Citation

Alfabetización Micropolítica: Un Desafío Para La Formación Inicial Docente

et al. 2019

View full text Add to dashboard Cite

RESUMEN: En este artículo se discute el concepto de “alfabetización micropolítica” (Micropolitical Literacy), el cual surge como una metáfora del proceso de inserción de docentes principiantes en la organización escolar, entendiendo este proceso como “aprender a leer y escribir en la micropolítica de la escuela”. Este concepto está focalizado desde la comprensión de la organización como relaciones de poder a través de diversos intereses que poseen quienes conforman dicha organización. Estas relaciones pueden ser vistas como antagonistas o también de colaboración. En el artículo se revisa la investigación realizada desde esta perspectiva y la necesidad de discutirla en el contexto de la formación inicial docente como un modo de mejorar la inserción del profesorado.

show abstract

Section: "Just When I Thought I Finally Learned My Lesson Wellunclassified

Alfabetización Micropolítica: Un Desafío Para La Formación Inicial Docente

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Educational researchers have only recently begun exploring the relationship between teacher identity and teacher attrition (Flores, 2006; Flores & Day, 2006; D et al, 2009; Clandinin et al, 2013; Downey et al, 2014). Research shows that, in addition to a love for children and subject matter, people become teachers to live out particular stories and with particular intentions (Olsen, 2008; Olsen & Anderson, 2007; Smethem, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

“…We will further show that, like any investment, these endeavors carry a certain amount of risk for teachers and that the lack of return on these investments may have implications for teachers’ careers. Finally, by establishing a potential link between teachers’ extracurricular investment, identity, and attrition, we hope to offer an alternative means for understanding how urban teachers work, outside of the classroom setting, toward identities that sustain them (Clandinin, Schaefer, & Downey, 2013).…”

mentioning

confidence: 99%

Betting the House: Teacher Investment, Identity, and Attrition in Urban Schools

Dunn

Downey

2017

Education and Urban Society

Self Cite

View full text Add to dashboard Cite

This study explores the impetus for and impact of four urban teachers' extracurricular investments. Framing teacher investment as work voluntarily undertaken with an eye toward bringing about a highly desired, yet highly uncertain, end, we argue that the outcome of these often-hidden investments have identity and career implications for teachers. Through a comparison of two case studies in the southeast and northeast United States, we investigate why and how teachers come to invest themselves in particular extracurricular projects, the identity implications of the investments, and how the ultimate outcome of the investments may influence their decision to stay in or leave the profession. Findings reveal that teachers' extracurricular investments-either in individual students or whole-school projects-are intimately tied to their identities and career trajectories. Implications are offered for research, teacher education, and policy.

show abstract

“…The effective support of teachers who are beginning their career remains a complex problem of practice in education. In Canada, researchers have estimated that as many as 40-50% of teachers leave in their first five years of the profession [1][2][3]. However, leaving is not the only detrimental outcome of challenging induction experiences.…”

Section: Introductionmentioning

confidence: 99%

Supporting New Teachers as Designers of Learning

Brown¹,

Friesen²,

Beck³

et al. 2020

Education Sciences

View full text Add to dashboard Cite

The aim of this study was to examine a professional learning intervention designed to support new teachers with implementing professional practice competencies. Partners from a school authority joined researcher-practitioners from a university to engage in designing a professional learning series for new teachers. A design-based research approach using quantitative (pre- and post-surveys) and qualitative data (artifacts of learning, field notes, classroom observations) were analyzed over one year. There were over 450 participants involved in the professional learning series. The findings indicated the professional learning intervention positioned new teachers as designers of learning engaging in continuous cycles of design–enactment–reflection and strengthened their pedagogical capacity to interconnect professional practice competencies with support from a community of learners. The findings from this study have implications for supporting new teachers during a period of induction and demonstrate one way to provide new teachers with the foundation for continual growth throughout their career.

show abstract

Teacher Education: A Question of Sustaining Teachers

Cited by 16 publications

References 21 publications

Alfabetización Micropolítica: Un Desafío Para La Formación Inicial Docente

Alfabetización Micropolítica: Un Desafío Para La Formación Inicial Docente

Betting the House: Teacher Investment, Identity, and Attrition in Urban Schools

Supporting New Teachers as Designers of Learning

Contact Info

Product

Resources

About