Unpacking the Clinical and Participatory Dimensions of the Trump Math-Teacher-Residency-Program

Imanuel-Noy, Dalia; Wagner, Tili

doi:10.14221/ajte.2016v41n7.6

Cited by 3 publications

(3 citation statements)

References 16 publications

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“…In relation to the aspect dealing with the external motives related to the employment system of the hi-tech field, this is described in the narratives as goal-oriented, instrumental, and competitive. We also saw that the workers in their stories felt frustrated by the excessive control over their time and task demands that gradually eroded their desire for survival and persistence in hi-tech (Callanan et al, 2017;Imanuel-Noy & Wagner, 2016). The question that arises is whether the education systems will manage to ensure the retention of teachers and their motivation in the long run?…”

Section: Discussion and Summarymentioning

confidence: 99%

“…In contrast, there are work environments that may serve as a platform for growth, personal well-being, and development of meaning at work, high self-volition, and a high sense of self-determination. Such environments allow for supportive social and professional relationships (Kleiman et al, 2014). These environments allow leadership to promote positioning and recognition of employees’ abilities, foster innovation, as well as allow for persistence and professional renewal of employees (Blustein et al, 2020; Duffy et al, 2016).…”

Section: Theoretical Reviewmentioning

confidence: 99%

“…The phenomenon of hi-tech employees who choose teaching as a second career has drawn the interest of scholars wishing to understand their motives, methods of coping with teaching, and satisfaction regarding such a career move (Imanuel-Noy & Wagner, 2016;Lee & Lamport, 2011;Ma'agan, 2018). In Israel, 1500 former hi-tech employees graduated from teacher training colleges in the past decade.…”

Section: Introductionmentioning

confidence: 99%

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Relationships are with people-not with lines of computer code: Changing career from hi-tech to teaching

Imanuel-Noy

Schatz-Oppenheimer

2023

Australian Journal of Career Development

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This study examines former hi-tech workers who have pursued a second career in teaching. Narratives of 15 novice teachers: 8 men and 7 women from scientific fields are examined based on Positioning Theory. Two facets of their transition are examined: (a) Reasons for career change and image of both professions and (b) task perception, motivation, and commitment to teaching. Through the narratives, common themes are exposed: feelings of appeal versus rejection; financial sacrifice; work overload in hi-tech; and the need for meaningful emotional connections. Emphasis is placed on the importance of appropriate training for such teachers and the optimal conditions for their placement and acclimation in the education system.

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Section: Discussion and Summarymentioning

confidence: 99%

Section: Theoretical Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Relationships are with people-not with lines of computer code: Changing career from hi-tech to teaching

Imanuel-Noy

Schatz-Oppenheimer

2023

Australian Journal of Career Development

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Three professional ideals: where should teacher preparation go next?

Carmi

Tamir

2020

European Journal of Teacher Education

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Systematic review of mixed methods in the framework of educational innovation

Ramírez-Montoya

Lugo‐Ocando

2020

Comunicar: Revista Científica de Comunicación y Educación

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In the field of education research, mixed methods have traditionally referred to the combination of quantitative and qualitative data that brings us closer to ‘reality’. However, recent literature on social and educational studies has increasingly incorporated works that integrate digital technologies and mixed methods. This novelty provides an opportunity to re-examine original contributions in the field, particularly in relation to educational innovation. Therefore, the objective of this article is to analyze the characteristics and the trends of new contributions from researchers in education. To achieve this, we carried out a systematic literature review (SLR) of 311 articles published from January 2010 to January 2020 in the Web of Science (WoS) and Scopus databases. We worked with nine questions that explored three key themes: characteristics, technologies and designs within the realm of educational innovation. The validation for this analysis was achieved using a criterion adopted by scholars at York University, which incorporates: inclusion and exclusion, relevance and description of data, as well as peer review in the analysis. Our findings indicate that networks of co-terms, identification of educational innovations and the types of designs -currently applied in educational innovation- as well as the adoption of a mixed-method approach seem to be much better suited to underpin the required combination of strategies and processes that are interwoven in order to address the complexity of the education phenomenon in our times. En el ámbito de la investigación, los métodos mixtos usan combinadamente datos cuantitativos y cualitativos para un acercamiento con la «realidad». En la literatura reciente de los estudios sociales y educativos, se ubica un crecimiento de publicaciones que integran tecnologías digitales y métodos mixtos y, con ello, se presenta la oportunidad de generar un aporte original de posibilidades para investigar la innovación educativa. El objetivo de este artículo fue analizar las características de estos estudios y las tendencias de nuevas contribuciones para la educación. Para lograrlo se realizó una revisión sistemática de literatura (SLR) de 311 artículos publicados, de enero 2010 a enero 2020, en las bases de datos Web of Science (WoS) y Scopus. Se trabajó con nueve preguntas que exploraron tres temas: características, tecnologías y diseños con líneas de innovación educativa. La validación se dio con los criterios de la Universidad de York: inclusión y exclusión, pertinencia y descripción de datos, así como evaluación de pares en el análisis. Los hallazgos dan cuenta de redes de co-términos, identificación de innovaciones educativas y tipos de diseños que están siendo trabajados en líneas de investigación de innovación educativa. Se concluye que el enfoque de métodos mixtos aporta con una combinación interceptadas de estrategias y procesos para abordar la complejidad del fenómeno de la educación, con compresión holística, interdisciplinar y cambio en la forma de hacer investigación en nuestros tiempos.

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Unpacking the Clinical and Participatory Dimensions of the Trump Math-Teacher-Residency-Program

Cited by 3 publications

References 16 publications

Relationships are with people-not with lines of computer code: Changing career from hi-tech to teaching

Relationships are with people-not with lines of computer code: Changing career from hi-tech to teaching

Three professional ideals: where should teacher preparation go next?

Systematic review of mixed methods in the framework of educational innovation

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