The passion of teaching: learning from an older generation of teachers

Santoro, Ninetta; Pietsch, Marilyn; Borg, Tracey

doi:10.1080/02607476.2013.739796

Cited by 25 publications

(24 citation statements)

References 24 publications

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“…As a result, teachers' professional autonomy decreased (Day & Gu, 2009) and teachers' satisfaction at work was undermined (Veldman et al, 2013). These situations impacted particularly VTs, who had been able to work with a passion and aplomb difficult to develop under current circumstances in which the technical aspects of teaching are prioritised over the emotional ones (Santoro et al, 2012). The mismatch between teachers' values and those imposed by accountability policies was also evidenced in the case of the VT examined by Thorburn (2014).…”

Section: The Professional Scenariomentioning

confidence: 99%

“…An important number of these studies focused on matters such as teacher resilience and retention (Bennett et al, 2013;Brunetti, 2006;Cohen, 2009;Day & Gu, 2009;Gu & Day, 2007;Meister & Ahrens, 2011) or the influence that specific programmes for professional development (or other types of programmes or activities allowing for the professional growth of the teacher) exert on the thinking or professional practice of these teachers (Deglau & O'Sullivan, 2006;Flint, Zisook, & Fisher, 2011;Levine, 2011;Ponte & Twomey, 2014). Other papers dealt with aspects related to job satisfaction (Van Maele & Van Houtte, 2012;Veldman, van Tartwijk, Brekelmans, & Wubbels, 2013), teachers' beliefs or perceptions of teaching (Alger, 2009;Eilam, 2009), technology practices of VTs (Orlando, 2014), teacher-student relationships (Claessens et al, 2016) and the qualities of VTs (Santoro, Pietsch, & Borg, 2012).…”

Section: Overview Of the Selected Literaturementioning

confidence: 99%

“…The personal scenario There are different aspects related to the teacher's personal dimension, in reference both to the teacher's own dispositions or traits and to other internal and external issues, which are essential to understand why some VTs persist in the profession and find a high sense of purpose in it. The inner motivation to teach, which was reflected in some studies by expressions such as a sense of vocation, a passion for the profession or teaching as a calling was one of the most recurrent factors (Bennett et al, 2013;Day & Gu, 2009;Gu & Day, 2007;Santoro et al, 2012). In general, the literature describes these teachers as professionals who manage to keep a high level of motivation despite the difficult conditions in which they frequently work, show they care for their students and feel they can contribute significantly to their learning.…”

Section: Considering the Scenarios Of Veteran Teachers' Identitymentioning

confidence: 99%

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Veteran teachers’ identity: what does the research literature tell us?

Carrillo

Flores

2017

Cambridge Journal of Education

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This paper provides an overview of research on veteran teachers and teacher identity. It analyses issues at the personal, situated and professional levels that have been shown to impact on veteran teachers' identities. The search included empirical studies published in peer-reviewed journals between 2005 and 2016. In total, 19 papers were analysed. Findings revealed that many studies focused on veteran teachers' resilience. Issues concerning veteran teachers' identities are key to understanding why they remain in the profession and are able to sustain their motivation and commitment over time. Many veteran teachers portrayed in the literature built on their confidence regarding their professional competence and relied on internal and external issues to maintain their motivation and commitment to teaching. The role of emotions in the transformation of veteran teachers' identities and the permeable boundaries of the personal, situated and professional scenarios influencing veteran teachers' identities are highlighted in the paper.

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Section: The Professional Scenariomentioning

confidence: 99%

Section: Overview Of the Selected Literaturementioning

confidence: 99%

Section: Considering the Scenarios Of Veteran Teachers' Identitymentioning

confidence: 99%

See 1 more Smart Citation

Veteran teachers’ identity: what does the research literature tell us?

Carrillo

Flores

2017

Cambridge Journal of Education

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“…One way to build professional dispositions is through the relationships preservice teachers build with their mentors and instructors during the rehearsal process. Through this shared journey of development, preservice teachers may gain professional inspiration from their instructors or gain a passion and resilience for teaching (Santoro, Pietsch, & Borg, 2012).…”

Section: Teacher Efficacymentioning

confidence: 99%

Supporting Clinical Practice Through Rehearsals

Javeed¹,

Isidro²

2019

nwjte

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Rehearsing is a form of pedagogy in teacher education to prepare pre-service teachers with instructional practices before live enactments in a classroom. This qualitative study used grounded theory to explore how rehearsals impacted five elementary literacy courses in a university teacher education program. Data comprised of prolonged observations, video recordings of rehearsals, and surveys. The process of coding and re-coding resulted in findings that reflect rehearsing provided Teacher Candidates with confidence with lesson presentation,

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“…Teaching can be viewed as a personally rewarding career which may serve to enhance wellbeing through interaction within the school environment (Santoro et al, 2012). The teacher role is multifaceted and challenging, and may be influenced by the beliefs of the teacher, personal motivation and sense of job satisfaction (Klassen et al, 2008).…”

mentioning

confidence: 99%

The school as a therapeutic community

Vaughan¹,

Rodriguez

Boduszek

2018

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Purpose The purpose of this paper is to explore the facets of Self-Determination Theory (SDT) and the potential relationships with teaching satisfaction in a sample of secondary school teachers (n=1,288). The study explored the potential of the school environment in fostering a beneficial community in which personal needs could be met and investigated potential disparities between male and female teachers. Design/methodology/approach The study utilised an electronic quantitative questionnaire to collect data from a representative sample. Structural equation modelling was applied and permitted an exploration of potential relationships between the facets of SDT and teaching satisfaction, while controlling for specified covariates. Findings It was shown that the specified model could be effectively applied to both male and female teachers. The results demonstrate that only competence was related to teaching satisfaction in both samples. Practical implications Future studies should focus on factors which contribute to teachers’ sense of competence within the professional role. Schools need to facilitate this need in order to promote wellbeing within the educational environment. Originality/value This is the first known research to explore the specified relationships and the ability of the school environment to foster wellbeing and satisfaction. It is suggested that competence is the more prominent need with regards to teaching satisfaction.

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The passion of teaching: learning from an older generation of teachers

Cited by 25 publications

References 24 publications

Veteran teachers’ identity: what does the research literature tell us?

Veteran teachers’ identity: what does the research literature tell us?

Supporting Clinical Practice Through Rehearsals

The school as a therapeutic community

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