The challenge of repositioning: Teacher learning in the company of others

Glazier, Jocelyn

doi:10.1016/j.tate.2008.11.014

Cited by 36 publications

(24 citation statements)

References 8 publications

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“…The development of teacher identity is a process of socialisation, involving school experiences as well as social and cognitive factors (Lortie 1975). Its construction is an active not a passive process, involving the agency of the teacher, as well as the actions of others in the school (Glazier 2009). It is a negotiative process in both the classroom and the school (Pane 2009).…”

Section: Teacher Identity In Performative Timesmentioning

confidence: 99%

Crossing borders: new teachers co-constructing professional identity in performative times

Wilkins

Busher

Kakos

et al. 2012

Professional Development in Education

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Section: Teacher Identity In Performative Timesmentioning

confidence: 99%

Crossing borders: new teachers co-constructing professional identity in performative times

Wilkins

Busher

Kakos

et al. 2012

Professional Development in Education

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“…Lydon and King 2009); however, there are some arguments concerning diverse PD activities that conflict with PD effectiveness (e.g. Avalos 2011;Glazier 2009;Yamagata-Lynch and Haudenschild 2009). Opfer, Pedder, and Lavicza (2011) posited that the perceived value of continuing learning represents not just teachers' beliefs, but is beneficial for teaching.…”

Section: Introductionmentioning

confidence: 99%

The value of CK, PK, and PCK in professional development programs predicted by the progressive beliefs of elementary school teachers

Hwang

Hong

Hao

2018

European Journal of Teacher Education

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Teachers' professional development (PD) receives a great deal of attention in current educational settings. However, research has shown that many teachers hesitate to attend PD programs. In this study, data were collected from 270 elementary school teachers and were subjected to confirmatory factor analysis and structural equation modeling to examine their intention to attend the weekly PD programs on Wednesday afternoons (PDWAP). The results revealed that the participants value the acquisition of pedagogical content knowledge (PCK) more than they value pedagogical knowledge (PK) and content knowledge (CK) because of the expected usefulness of each for teaching. Moreover, the results of this study have implications for PD program design, and call for a stronger focus on PCK.

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“…These placements are generally called practicums. Practicums are intended to help student teachers begin to understand the perplexing experiences of teacher practice, developing complex professional knowledge to become successful teachers (Glazier, 2009). During practicums, student teachers observe established teachers at work, prepare instructional materials for the students whom they then teach with or without the help of a mentor, and teach classes of school students, often observed by experienced teachers.…”

Section: Introductionmentioning

confidence: 99%

Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study

Busher

Gündüz

Çakmak

et al. 2014

Compare: A Journal of Comparative and International Education

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How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student-teachers, even with help from university and school-based mentors, as their knowledge of practice, power and culture in schools lacks sophistication. The practicum, an under-researched but important aspect of education, was investigated in this study by asking 480 student teachers in three universities in Turkey and England in 2010-2011 about how well their universities prepared them for the practicum; what made practicums successful; and how practicums fostered their professional development. Participants generally thought the practicum helped them to develop skills in student and classroom management, in meeting students' diverse learning needs, in recognising multiple students' perspectives, and in grounding their understanding of what it meant to be a teacher 'for real'.

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The challenge of repositioning: Teacher learning in the company of others

Cited by 36 publications

References 8 publications

Crossing borders: new teachers co-constructing professional identity in performative times

Crossing borders: new teachers co-constructing professional identity in performative times

The value of CK, PK, and PCK in professional development programs predicted by the progressive beliefs of elementary school teachers

Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study

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