The Unforgiving Complexity Of Teaching

Cochran‐Smith, Marilyn

doi:10.1177/0022487102238653

Cited by 80 publications

(13 citation statements)

References 2 publications

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“…However, teaching is a complex process in which many contextual factors may be involved in instructional practices (e.g., Cochran-Smith, 2003;Raudenbush, Rowan, & Cheong, 1992). Teaching contexts in the five selected countries/regions in this study actually differ from each other in terms of their teacher preparation, academic standards, and teacher evaluations (Yeom & Ginsburg, 2007).…”

Section: Discussionmentioning

confidence: 94%

Relationship Between Teacher Efficacy and Self-Reported Instructional Practices: An Examination of Five Asian Countries/Regions Using TIMSS 2011 Data

Shi

2014

Front Educ China

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Teacher efficacy in a particular content area is seen as an important factor shaping teaching practice and student learning in the Western literature. However, inadequate efforts have been made to examine this assumption empirically. Drawing on the Trends of International Mathematics and Science Study (TIMSS) 2011 mathematics teachers' data at the eighth grade level, this study examines the relationship between teacher efficacy in teaching mathematics and teachers' mathematical instructional practices in five Asian countries/regions. Guided with Bandura's social cognitive theory, this study finds that overall teachers in the five countries/regions reported much lower teacher efficacy in teaching mathematics and lower levels of instructional practices than the international norms. The relationship between teacher efficacy and instructional practices varied within these countries/regions. Teacher efficacies in teaching mathematics are not always statistically and positively related to their instructional practices in engaging students. Together, these findings challenge the theoretical assumption about the positive relationship between teacher efficacy and instructional practices. Possible reasons of these findings and future directions are discussed.

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Section: Discussionmentioning

confidence: 94%

Relationship Between Teacher Efficacy and Self-Reported Instructional Practices: An Examination of Five Asian Countries/Regions Using TIMSS 2011 Data

Shi

2014

Front Educ China

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“…These courses provide student teachers with the foundational knowledge on which to build their teaching practice. Faculties of Education have been entrusted with the task of preparing competent teachers (Cochran-Smith, 2003;Hill, Friedland, & Phelps, 2012;Ralph, Walker, & Wimmer, 2008) so that graduates of teacher education programs are ready or competent to take up positions as beginning teachers. Similar to other professional programs such as nursing and social work, the field component of undergraduate programs in Education is critical in preparing prospective practitioners (Bogo, Regehr, Power, & Regehr, 2007;Guyton & McIntyre, 1990;Knowles & Sudzina, 1991;Parker, 2010;Zeichner & Gore, 1990).…”

Section: Literature On Failure In Education Practicumsmentioning

confidence: 99%

Failure to Fail in a Final Pre-service Teaching Practicum

et al. 2015

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This article presents a Canadian perspective on the issue of failure to fail in Bachelor of Education programs. The issue of failure to fail in Bachelor of Education programs is one that had not been explored in any great detail. What literature does exist focuses on the strain that a teacher experiences when s/he mentors a student teacher (Siebert, Clark, Kilbridge, & Peterson, 2006) and the wide variety of situations that can result in failure (Sudzina & Knowles, 1992). This study examines whether the issue of failure to fail in final pre-service practica exist and, if so, why? Twelve interviews were conducted at a mid-sized Canadian university in Ontario with university supervisors and associate teachers on the topic of teacher candidate failure during the final teaching practicum. All participants had experience with teacher candidates struggling during practicum. Faculty commented on their supervision of student teachers in Ontario, other provinces in Canada, and the United States. Results indicate that both university supervisors and associate teachers find the decision to fail a student teacher difficult, taking an emotional toll on both the supervisor and the student. University faculty report the decision to fail results in additional work for the faculty responsible; however, failure to fail an underperforming student teacher could diminish the reputation of professional programs. Associate teachers feel a sense of betrayal when their recommendations to fail an under-performing student are not followed by the university. These findings have implications for improving the quality of field experiences and support for students, associate teachers, and faculty in Bachelor of Education programs. Cet article présente une perspective canadienne sur le fait qu’il n’y a pas d’échecs dans les programmes de baccalauréat en éducation. Cette absence d’échecs dans les programmes de baccalauréat en éducation n’a jamais été explorée en détails. La documentation qui existe se concentre sur la pression ressentie par les enseignants quand ils dirigent les étudiants à l’enseignement (Siebert, Clark, Kilbridge & Peterson, 2006) et sur la grande variété de situations qui peuvent mener à l’échec (Sudzina & Knowles, 1992). Cette étude examine la question de savoir si l’absence d’échecs lors des derniers stages pratiques d’initiation existe et si oui, pourquoi. Douze entrevues ont été menées dans une université canadienne de taille moyenne en Ontario avec des superviseurs universitaires et des enseignants associés sur la question de l’échec des étudiants à l’enseignement lors du dernier stage pratique d’enseignement. Tous les participants ont eu l’occasion de constater des difficultés éprouvées par les candidats à l’enseignement durant le stage pratique. Les professeurs ont fait des commentaires sur leur supervision d’étudiants à l’enseignement en Ontario, dans d’autres provinces du Canada et aux États-Unis. Les résultats indiquent qu’à la fois les superviseurs universitaires et les enseignants associés trouvent que la décision de faire échouer un étudiant à l’enseignement est difficile et qu’elle peut entraîner des conséquences émotionnelles à la fois pour le superviseur et pour l’étudiant. Les professeurs d’université rapportent que la décision de faire échouer un candidat crée du travail supplémentaire pour le professeur responsable; toutefois, le fait de ne pas faire échouer un étudiant dont le travail ne donne pas satisfaction pourrait faire baisser la réputation des programmes professionnels. Les enseignants associés se sentent trahis quand leurs recommandations de faire échouer un étudiant dont le travail n’est pas satisfaisant ne sont pas prises en compte par l’université. Ces résultats ont des implications qui pourraient améliorer la qualité du travail sur le terrain et le soutien apporté aux étudiants, aux enseignants associés et aux professeurs qui enseignent dans des programmes de baccalauréat en éducation.

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“…They cite Cochran-Smith (2003), who 'cautioned her readers regarding the unforgiving complexity of teaching and suggested avoiding simplistic solutions in the emerging age of accountability' (p. xiii). How then do they build coherence across chapters?…”

Section: Book Reviewsmentioning

confidence: 99%

Breaking the mold of pre-service and in-service teacher education: innovative and successful practices for the twenty-first century

Kesler

2011

Teaching Education

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The Unforgiving Complexity Of Teaching

Cited by 80 publications

References 2 publications

Relationship Between Teacher Efficacy and Self-Reported Instructional Practices: An Examination of Five Asian Countries/Regions Using TIMSS 2011 Data

Relationship Between Teacher Efficacy and Self-Reported Instructional Practices: An Examination of Five Asian Countries/Regions Using TIMSS 2011 Data

Failure to Fail in a Final Pre-service Teaching Practicum

Breaking the mold of pre-service and in-service teacher education: innovative and successful practices for the twenty-first century

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