Voices Echoing The Past: 'I Decided To Do Teaching Because of the Teacher That I Had.' Thirteen Female Secondary Entry-Level Teachers Candidates Teaching Not Only What But Also How They Were Taught

Sexton, Steven S.

doi:10.14221/ajte.2007v32n3.6

“…The archetypes describe the unconscious nature of the emergent theory of altruism-self-interest. These categories were revised until they provided the best possible fit with a categorical scheme for the data set seeking to locate common categorization among the stories participants presented (Polkinghorne, 1995;Sexton, 2007). The process of data analysis yielded descriptions of each archetype.…”

Section: Resultsmentioning

confidence: 99%

Employment Preparation and Life Skill Development Initiatives for High School Students with Emotional and Behavioral Disabilities

Swank¹,

Huber²

2013

TPC

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The quality of the therapeutic relationship and the personal characteristics of professional counselors are key determinants of positive counseling outcomes and decision making, and they are believed to be influenced by conscious and unconscious processes. Beliefs about the unconscious nature of altruism and self-interest among 25 mental health professionals were examined through a paradigmatic narrative analysis. Data from 19 semi-structured individual interviews, one focus group, 19 artifacts and participant member checks were subjected to a secondary qualitative analysis. The results of the analysis generated three salient archetypes representative of the altruism-self-interest dynamic: exocentric altruist, endocentric altruist, and psychological egoist.

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“…Whereas an asynchronous course, unlike a synchronous course, is not recorded, everything that happens within the former course remains online and students may revisit the shell of the course at any time during the semester. That is why the omnipresent contribution of the instructor to the forum and their responses to students' answers to the prompts is pedagogically important-as is well known, teachers teach similarly to how they were taught [75][76][77]. The author's experience with teaching an asynchronous course The second point deals with a unique opportunity to enrich an asynchronous mathematics education course by means of the instructor's reflections on teacher candidates' creative responses to the prompts that structure the forum component of the course.…”

Section: Discussionmentioning

confidence: 99%

Technology-Immune/Technology-Enabled Problem Solving as Agency of Design-Based Mathematics Education

Abramovich

¹

2022

Education Sciences

1

0

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The paper is written as a reflection on the author’s online teaching of a graduate elementary mathematics content and methods course through the asynchronous modality. The need for developing skills in posing problems that integrate non-technological and technological problem-solving strategies is emphasized. Such problems are considered agency of design-based mathematics education. The importance of revealing hidden mathematical ideas stemming from teacher candidates’ willingness to explore self-posed problems within the forum components of the course is discussed. Using these hidden ideas, the paper demonstrates connectivity among different mathematical concepts including historical connections. Teacher candidates’ reflections on the course have been included and reviewed.

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Altruism–Self-Interest Archetypes: A Paradigmatic Narrative of Counseling Professionals

Flynn¹,

Black²

2013

TPC

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The quality of the therapeutic relationship and the personal characteristics of professional counselors are key determinants of positive counseling outcomes and decision making, and they are believed to be influenced by conscious and unconscious processes. Beliefs about the unconscious nature of altruism and self-interest among 25 mental health professionals were examined through a paradigmatic narrative analysis. Data from 19 semi-structured individual interviews, one focus group, 19 artifacts and participant member checks were subjected to a secondary qualitative analysis. The results of the analysis generated three salient archetypes representative of the altruism-self-interest dynamic: exocentric altruist, endocentric altruist, and psychological egoist.

show abstract

Voices Echoing The Past: 'I Decided To Do Teaching Because of the Teacher That I Had.' Thirteen Female Secondary Entry-Level Teachers Candidates Teaching Not Only What But Also How They Were Taught

Cited by 3 publications

References 27 publications

Employment Preparation and Life Skill Development Initiatives for High School Students with Emotional and Behavioral Disabilities

Employment Preparation and Life Skill Development Initiatives for High School Students with Emotional and Behavioral Disabilities

Technology-Immune/Technology-Enabled Problem Solving as Agency of Design-Based Mathematics Education

Altruism–Self-Interest Archetypes: A Paradigmatic Narrative of Counseling Professionals

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