What If Teachers Were More Like Airline Pilots (original) (raw)
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The science teacher as the organic link in science learning: Identity, motives, and capital transfer
2005
The science teacher as the organic link in science learning: Identity, motives, and capital transfer. Ph.D. dissertation, Columbia University, United States -- New York. , from ProQuest Digital Dissertations database. (Publication No. AAT 3174739). This life history study is based on in-depth interviews of five science teachers and explores themes of science teachers' experiences as science learners and how these experiences frame what I have come to call "the subjective aspects of teaching." These themes seem to imply that through such individual experiences individuals develop a personally unique lens through which they view and interpret science, science meanings, and science teaching and learning. Emerging themes created new questions to pursue and they in turn produced new themes. These were further investigated in an attempt to connect science learning and science teachers to broader issues in society. These themes include that of a dynamic, dialectical learning and understanding of science by the participants, developed and influenced through a combination of their families, their schools, and their professional experiences, and in which morals and passion play major roles. The theme of the "organic link" is also introduced and developed in this research. It includes these individuals' views of science and the scientific enterprise, their path to learning, their morals, passions, and choices, and their way of constructing knowledge and the transmission of such a process. As organic links, they are seen as a direct and necessary social connection between science and the science learner, and they foster educational experiences grounded in the social lives of their students. Not only are they seen as "transmitters" of science knowledge and the process of constructing knowledge, but they are also seen as correcting and adjusting perceived diversions of the students' thinking from that of their own. It is in this context that the concept of capital (human and cultural capital, as well as capital exchange) is also explored. These themes are seen as having immense impact on how these science teachers teach, where they teach, what is communicated to their students, and whether they become or remain science teachers. As teachers, they are affected differentially by the school culture and environment. It is within this context, as well as how these participants see their students, that the themes of identity construction and "multiple realities" are developed and discussed.
Growing Music Teacher Identity and Agency: Influencers and Inhibitors
2018
The study aims to understand how transformative professional learning might be created for the positive growth of music teacher identity and sense of agency. The thesis first discusses the issues of defining music teachers’ professional identity and the assumptions that underpin current conceptions of music teacher development and learning. It reframes discussion on music teacher growth to examine the links between biography, identity and sense of agency within an overarching ecological framework. The thesis argues for a broadened definition of transformative learning as a theoretical frame for understanding and promoting the growth of music teachers. Using a two-phase, exploratory, mixed methods design, the research integrated both phenomenological and quantitative perspectives. The Phase 1 qualitative study of 12 participants revealed themes that supported transformative learning drawn from what these participants considered to be critical turning points in the development of their professional identities. The Phase 2 questionnaire study (n=168) showed the extent to which different types of music experiences, perceived music abilities and other developmental opportunities are positively or negatively associated with the perceived music teaching abilities and identity of different groups of music teachers (specialists and generalists, primary and secondary, beginning and experienced teachers). The findings suggest that transformative learning experiences were created by interactions between teachers’ personal identity, their activist identity, their music and teaching experiences, the impact of students, their social relationships, and the opportunities and pragmatic tensions afforded by the ecological nature of the social world. This ecological perspective to learning could help shift our focus from ‘What we can do for teachers’ professional development?’ to ‘What conditions could support or prevent positive transformative learning of music teachers?’. This thesis contributes to extending theoretical discussions in music teacher identity and transformative learning.
Teaching and Teacher Education, 2016
This mixed-method study looked at perceptions of induction and mentoring among New Zealand early childhood educators. Specifically, 213 respondents drawn from five regions representing urban, rural and differing socioeconomic levels, school organizations, and professional roles completed a 19-item psy-chometrically sound survey. There were significant differences in responses for leaders/mentors in contrast to mentees or teaching staff. Based on quantitative outcomes, two focus groups of school leaders/mentors and mentees were convened. Qualitative analysis of the transcripts revealed several important themes that served to amplify or extended the survey results. Implications of the quantitative and qualitative results are overviewed. Langdon, F., Alexandra, P., Farquhar, S., Tesar, M., Courtney, M., Palmer, M. (2016). Induction and mentoring in early childhood educational organizations: Embracing the complexity of teacher learning in contexts. 57, (150-160).Teaching and Teacher Education. doi: 10.1016/j.tate.2016.03.016
Excellent teachers of children are not automatically excellent mentors to new teachers. To effectively mentor new teachers, experienced teachers must understand new teachers’ needs and acquire mentoring skills. However, few teachers receive adequate preparation for mentoring, and few programs offer extended courses in mentor development. In Israel, mentor development courses are coordinated by the Ministry of Education and are taught by teacher educators in universities and teachers’ colleges throughout the country. This study investigates how the Israeli mentor development program prepares experienced teachers to mentor new teachers. Using case study methodology, the research included semi-structured interviews with 20 directors, coordinators, instructors, and mentors in the program, document analysis, and observation of the mentor coordinator training and the Israeli culture. The findings highlight the following curriculum themes: (a) Mentor identity, (b) New teacher’s world, (c) Mentor guidance and communication skills, (d) New teacher assessment, (e) Mentor course activities, and (f) Mentor course assignments. The research also reveals three principles of the Israeli mentor development program, including their challenges and strengths: (1) Mentor courses should benefit all mentors and new teachers, (2) Mentor courses’ curriculum should be both practical and professional, and (3) Mentors should build supportive, trusting mentoring relationships with new teachers. The study also discusses Israeli contextual issues and how they relate to the program. Consideration of the Israeli program in light of other mentor development programs provides insights for creating mentor development programs in other contexts. Despite the challenges, the curriculum and practice of Israel’s development program for mentors of new teachers can serve as a model for initiating and conducting mentor development in Canada and other countries. Where implemented in context-specific, culturally sensitive ways, the insights from this study could improve new teacher induction, teacher retention and development, and student education.
Purposeful and effective professional development of teacher mentors is often a proposed solution in many of the present debates about education, including teacher quality, teacher retention, and the student achievement gap. The literature about teacher mentoring suggests that if mentors in teacher education programs do not have significant professional development on mentoring, even a thoughtfully organized formal induction program can be ineffective in preparing good teachers, undermined by an unprepared mentor. The purpose of this conceptual paper is to propose a framework of professional development for veteran teachers who are to become mentors. Our framework will have a threefold effect. The framework is designed to (a) develop or strengthen supportive and collaborative partnerships between schools and teacher education programs; (b) prompt veteran teachers to identify, share, and deconstruct their teaching practices with colleagues and teacher educators; and (c) scaffold teacher learning into research on and best practices in effective mentoring. Ultimately, the framework's aim is to structure the preparation of effective teacher mentors, who will go on to have positive impacts on interns and novice teachers' long-term successes. Notably, based on the research, our Professional Development (PD) framework is situated in schools, about subject area knowledge, and focused on mastery of mentoring skills.
Pilot-to-Purchase Project Piloting Ed-tech Products in K-12 Public Schools
Public school districts indicate reliance on pilots to make purchasing decisions about education technology products1. How districts de ne pilots, who are involved in pilots, and what data are considered to evaluate products for purchasing decisions vary. The rapid in ux of new technology innovations and products entering the education technology learning applications market increases the necessity for trustworthy and reliable information about products to inform district and school purchasing decisions. However, according to Fostering Market E ciency in K-12 Ed-tech, a study conducted by Johns Hopkins University and Digital Promise on Education Technology Procurement2, school districts and developers have di erent perspectives about the role that school-based education technology pilots play in this process and the value of information collected during pilots. The purpose of the research study was to identify how school districts conduct pilots of education technology products, understand the challenges that school districts faced in the process, and determine best practices and recommendations for school districts. The study aimed to identify a set of practices that school districts can use to pilot education technology products designed to improve student learning, as well as understand how school districts use pilot outcomes to guide procurement decisions with the goal to use the information learned to assist districts in conducting pilots and using evidence of product e ectiveness gained during the pilot process to ultimately make more informed procurement decisions. The results of this report indicate that school districts generally engage in similar, broadly de ned processes when piloting educational technology products, but there remain distinct differences in pilot approaches. Common piloting practices are included in the report, along with detailed recommendations, through the study findings.
" An Analysis of High School Teachers' Perceptions of Professional Development "
Abstract This case study explored teachers’ perceptions of professional development at one downstate New York high school. The participants in this study included fifteen (15) high school teachers of varied areas of instruction. The data collection methods included focus groups, individual interviews, and document analysis. Three research questions guide this case study: What are high school teachers’ experiences with professional development? How do high school teachers perceive their professional development experiences influence their practice? How do high school teachers’ experiences vary by self-selected versus district mandated professional development? Three major findings of this case study emerged. First, participants’ experiences with professional development varied in structure. Traditional and reform contexts occurred with no preference by participants. Second, these teachers’ perceptions of the characteristics of effective professional development included collaboration, active learning experiences, and coherence to local, state, and federal mandates. Lastly, the respondents expressed perceived barriers they faced in experiencing effective professional development. These obstacles included the quality of presentation, sustainability of the activities experienced, and finally, the resources expended, financial and others, in realizing professional development opportunities. Discussion occurs regarding the implications of these findings to the field of education.