Search results for "teacher development"

Teachers’ Emotions and Beliefs in Second Language Teaching : Implications for Teacher Education

2018

Studies on language teacher beliefs have long indicated that in order to better understand teacher beliefs, we need to look at their connections with emotions (Borg 2006). Researchers in fields such as social psychology (Frijda et al. 2000) and education (Rosiek 2003; Gill and Hardin 2014) have pointed out how emotions shape and are shaped by beliefs. These suggest also that emotions and beliefs are fundamentally interconnected in individuals’ decision-making processes, with emotions providing the necessary impetus for change and beliefs deciding the course of actions. In order to have a complete view of second language teachers’ beliefs, it is crucial to have a clear understanding of these…

Teacher development through language-related innovation in a decentralised educational system

2021

This study explores how early childhood education and basic education teachers develop and develop innovations within the decentralised educational system of Finland. The comprehensive dataset of 20 field interviews provides a range of insights into teachers’ goals, principles, inspirations and experiences when working with a variety of language-based innovations across Finland. The ecological perspective employed in the study highlights the complex relationships between the different ecosystems of education. With the particular focus on the educator-exosystem relationship, the findings indicate how Finnish teachers respond to the expectation to continuously develop and innovate as key chan…

Peer-group mentoring as a tool for teacher development

2014

Abstract: Peer-group mentoring (PGM) is a new model designed to support the professional development of teachers in Finland. This study examines the experiences of mentees participating in PGM and potential differences in the experiences of teachers in general education and vocational education. It also addresses the mentees perceptions of the results of PGM with regard to the professional, personal and social dimensions of professional development. Quantitative research methods were used. An online survey was completed by 69 teachers in general education and 47 teachers in vocational education (n = 116). The results showed that the participants saw PGM as an important tool for professional…

Seeking Understanding of Foreign Language Teachers’ Shifting Emotions in Relation to Pupils

2016

Teaching is recognised as an emotional practice. Studies have highlighted the importance of teachers’ emotional literacy in the development of pupils’ emotional skills, the central position of emotions in teachers’ ways of knowing, and in their professional development. This longitudinal study draws on a dialogic understanding of emotion to present findings from qualitative interviews with teachers. This study aims to provide further understanding in this area by offering a perspective into 7 foreign language teachers’ emotions in relation to their pupils during their first decade in the profession. The most important finding was that negative emotions decreased while the positive emotions …

Wykorzystanie środków unijnych a realizacja założeń nowego modelu wspomagania szkół i nauczycieli na przykładzie Ośrodka Doskonalenia Nauczycieli w K…

2017

Doskonalenie nauczycieli to jeden z kluczowych czynników poprawy jakości edukacji często poddawany ewaluacji. W artykule dokonano charakterystyki wybranych projektów realizowanych z funduszy Unii Europejskiej przez Ośrodek Doskonalenia Nauczycieli w Kaliszu oraz wskazano procesy związane z ich wdrażaniem. Celem badania była ocena zmodernizowanego systemu doskonalenia nauczycieli i próba określenia, jak model ten sprawdza się w rzeczywistości. Przeprowadzona analiza pozwoliła wskazać efekty szkoleń oraz mankamenty dotyczące struktury i funkcjonowania opisywanego systemu. W artykule zamieszczone zostały wyniki badań, wnioski i rekomendacje.

Inter-generational learning of teachers: what and how do teachers learn from older and younger colleagues?

2018

Abstract: This paper examines how and what teachers learn from their older and younger colleagues. Data were gathered from interviews and written reports from 27 Belgian and Finnish teachers. Thematic qualitative analysis was used. The results revealed differences in what teachers learn from older and younger colleagues. Teachers reported learning innovative teaching methods and ICT skills from younger colleagues, whereas practical information, classroom management skills, self-regulation and community building were learned mainly from older colleagues. Attitudes regarding teaching and different ways of being a teacher were learned from both younger and older colleagues alike. Similarities …

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

2017

This article examines from the student perspective a new Finnish model of teacher development that uses the peer group mentoring (PGM) method for combining pre-service and in-service teacher education. Reflective reports of student teachers (N = 19) who participated in PGM were analyzed using the phenomenographic method. The results show that students' experiences varied from considering the activity as (1) a coffee break or (2) peer-support, to seeing it as (3) identity construction or (4) a way of participating in a professional community. In further development of the model more emphasis should be placed on the integration of theory and practice. peerReviewed

Arbeitsanweisungen zu Videomitschnitten in digitalen Lehrendenbildungskonferenzen

2021

The article investigates how digital conferences are interactionally accomplished by the participants in an international education and training project for teachers of German as a Foreign Language. From the perspective of multimodal conversation analysis, we focus on how the moderator transforms the model for working with the recorded lessons into instructions to the teachers in the ongoing conference and how the teachers subsequently orient their contributions to the instructions. It is seen that the moderator’s instructions increasingly depart from the model and accommodate the teachers’ work practices. In addition, the teachers and the project assistant repeatedly display uncertainty ab…

Lähtökohdat liikuntaa opettavaksi luokanopettajaksi : nuoruuden kasvuympäristöt ja opettajankoulutus opettajuuden kehitystekijöinä

2003

Being a teacher in England : teacher development in the biographies of three English primary school teachers

2017

Tutkimuksessa tarkastelen kolmen eri-ikäisen englantilaisen alakoulun opettajan ammatillista kehittymistä elämäkerrallisen haastattelumenetelmän avulla. Tutkimusaihe on tärkeä, koska opettajan vaikutus koulun toimintaan ja kehittämiseen sekä lasten oppimiseen on merkittävä. Lisäksi useat kansainväliset vertailututkimukset osoittavat, että oppimisessa on merkittäviä haasteita tutkimuksen kohteena olevassa englantilaisessa koulujärjestelmässä. On merkityksellistä tutkia, miten opettaja kokee voivansa vaikuttaa työhönsä ja työssä kehittymiseen tässä kontekstissa, jotta voisimme lisätä ymmärrystä koulutuksen ja oppimisen kehittämishaasteista. Tutkimuksessa opettajan kehittyminen nähdään sekä ul…