Variations in Teachers' Work, Lives and Effectiveness

Day, Christopher; Stobart, Gordon; Sammons, Pam; Kington, Alison; Gu, Qing; Smees, Rebecca; Mujtaba, Tamjid

doi:10.1037/e615332007-001

Cited by 209 publications

(253 citation statements)

References 128 publications

Supporting

Mentioning

178

Contrasting

Unclassified

Order By: Relevance

“…Case studies were developed for all 300 teachers and this involved qualitizing quantitative evidence, quantitizing qualitative evidence, the integration of the two (and a consequent synergistic interpretation) (Day et al, 2008). This interactive combination of data collection, ongoing analysis, tentative hypothesis generation and testing and interpretation of results (see Day et al, 2006 ) provides greater mapping, analysis, interpretation and holistic understandings of the research area than would be gained if relying on a single paradigm or approach (Tashakorri and Teddlie, 2003).…”

Section: Discussionmentioning

confidence: 99%

The role of relational resilience in teachers’ career-long commitment and effectiveness

2014

Teachers and Teaching

Self Cite

150

View full text Add to dashboard Cite

At a time when the contemporary landscape of teaching is populated with successive and persisting government policy reforms that have increased teachers' external accountabilities, work complexity and emotional workload, understanding why and how many teachers are able to sustain their capacity to be resilient and continue to work for improvement is an important quality retention issue. The purpose of this paper is to build upon but take further current understanding of resilience in teachers by exploring in greater depth the nature of resilience in teachers as a relational concept and the ways in which it may be related to the learning and achievement of their pupils. The empirical basis of the paper draws upon analyses of twice yearly semi-structured face-to-face interview data from 300 teachers in different phases of their careers in 100 primary and secondary schools in England over a consecutive three year period. Through these analyses, the paper contributes additional empirical evidence to the emerging but still limited literature on the factors which influence teachers' capacity to be resilient. The paper concludes with a consideration of the implication of the findings for the quality retention of teachers.

show abstract

Section: Discussionmentioning

confidence: 99%

The role of relational resilience in teachers’ career-long commitment and effectiveness

2014

Teachers and Teaching

Self Cite

150

View full text Add to dashboard Cite

show abstract

“…Beginning teachers reported highest engagement and intrinsic work values, although they did not perceive social recognition as much as older teachers. Another study (Day et al, 2006) found that beginning teachers' main focus is on developing work efficacy and commitment, middle-aged teachers focus on balancing work and personal life while 25% of teachers become demotivated from their work, and high school teachers in their senior years lose work motivation even more. On the other hand, regardless of working age several studies (Lorente et al, 2014, Lee & Ok, 2015 have found strong correlation between work motivation and working conditions and resources.…”

Section: The Effect Of Age and Subjectmentioning

confidence: 99%

Teachers’ Self-Reports of Active Teaching Methods: The Relationship of Age and Subject

Näkk¹,

Timoštšuk²

2016

European Proceedings of Social &Amp; Behavioural Sciences

View full text Add to dashboard Cite

Estonian teachers believe in active teaching methods but do not use them as often as reported, experienced teachers use autonomy supportive and structured teaching methods more than beginning teachers. The aim of this study was to examine teachers' self-reports of their instructional methods -autonomy supportive and structured teaching, and explore its relationship with subject field and age. Two research questions were set: how teachers' self-report their instructional methods, and how subject and teachers' age is related with their self-reports about instructional methods. Data was collected from 670 self-reports from middle and high school teachers across Estonia. The results revealed that overall teachers self-reported high use of autonomy supportive and structured teaching methods, with some age and subject field variances. The results confirm previous findings about Estonian teachers' high self-reported active teaching methods -autonomy supportive and structured teaching. Further studies should be conducted to compare teachers' self-reports and their classroom practices in their lessons. This information can be useful to improve pre-service and in-service teacher education.

show abstract

“…In the last decade studies have been pessimistic about linking CPD activity to impact on pupil learning (Lawless andPellegrino, 2007, Wilson andBerne, 1999). Reviews in England have been more optimistic (Bolam and Weindling, 2006, EPPI-Centre, 2005, Day et al, 2006b) and, although there are few studies showing an impact on pupil learning, there are more that show improvements in teacher practice and school improvement. Much of the research shows that effective CPD requires clear needs identification, and should include collaboration, mentoring and coaching, reflection and the sharing of knowledge within schools.…”

Section: Professional Learning From Events: a Need For Researchmentioning

confidence: 99%

Events and professional learning: studying educational practitioners

Fox

McCormick

2009

Journal of Workplace Learning

View full text Add to dashboard Cite

Structured abstract PurposeThis study trialled data collection and analytical methods to address the dearth of research into the use of attending off-site events for professional learning. Methodological approachThree events, for academics and school leaders, were studied. A range of methods were trialled during 2006-7, with the aim of collecting real-time data. These included shadowing individual delegates, interviews of other delegates, still and moving imagery and survey questionnaire. FindingsCollecting evidence of professional activities in real-time requires sensitivity to minimise its impact on the activities. It is ideal if everyone at such events can be informed fully in advance of data collection.Any assistance, including participating in the research, in reflecting on the benefits of attending an event was appreciated. The most important benefit of attending events was in networking rather than the formal purpose of the event itself. It was found that such interactions are likely to affect the delegates' sense of identity. Individuals also reported that their strategies for using knowledge from events are incompletely developed. Practical implicationsThis study raises issues of how best to support learning at events and the use of knowledge and understanding back in the workplace. Raising awareness of the importance of networking at an event to participants could influence how both organisers plan for, and delegates use, such events. OriginalityThis work was exploratory both in methodological and conceptual development and highlighted key issues and possible avenues for conceptualising the learning from events. Few studies have been carried out on such events.

show abstract

Variations in Teachers' Work, Lives and Effectiveness

Cited by 209 publications

References 128 publications

The role of relational resilience in teachers’ career-long commitment and effectiveness

The role of relational resilience in teachers’ career-long commitment and effectiveness

Teachers’ Self-Reports of Active Teaching Methods: The Relationship of Age and Subject

Events and professional learning: studying educational practitioners

Contact Info

Product

Resources

About