1 / 12

ATEE August, 2010

What are Teachers’ Careers like? A longitudinal study of teachers’ professional development Martin Bayer Head of Department of Culture and Identity at Roskilde University, Denmark and Ulf Brinkkjær Associate Professor Department of Education Danish School of Education, Aarhus University, Denmark.

amanda
Télécharger la présentation

ATEE August, 2010

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. What are Teachers’ Careers like?A longitudinal study of teachers’ professional developmentMartin BayerHead of Department of Culture and Identity at Roskilde University, DenmarkandUlf BrinkkjærAssociate ProfessorDepartment of EducationDanish School of Education, Aarhus University, Denmark ATEE August, 2010

  2. Methods • Graduation in 1998 • Surveys in 1998,1999,2000,2006 (2011) • 300 teachers 1998 - 2000 • 180 teachers 2006 • Case study in 1998,1999,2000,2006 (2011) • 4 teachers

  3. Indicate on a scale from 1-7, your prioritizations: Value 1 represents: 1 2 3 4 5 6 7 Value 7 represents: 100 % personel development □ □ □ □ □ □ □ 100% development of subject knowledge 100% cross-curricular teaching □ □ □ □ □ □ □ 100% mono subject teaching Data 1: 305 unique answers from 1998 until 2000 . Data 2: 180 answers from 2006

  4. Development of subject knowledge or personality

  5. Cross curricular or mono curricular teaching

  6. Personality, experience, theory

  7. The Relation between didactical choices and external parameters

  8. Workplace Curriculum – Seven Years Teachers 1. Teaching is unpredictable and can be organized according to different codes.During the years the unpredictability of teaching can be used constructively and does not significantly disrupt lessons (Gippon 2005). 2. Once one during the first years of teaching has attained control during one’s lessons, and by that replaced a more personal relationship (Bernstein 2001) to pupils with a more positional relationship, one can slowly begin to loosen one’s grip again. 3. Teachers can and are welcome to organize teaching in their own ways, as long as they do not cause problems within the school. There are no expectations that teachers, over the years, alter their teaching after a particular model. Professional development has no specific direction. “The Robinson Crusoe syndrome” is still alive (Lortie 1966) 4. Newly educated teachers and experienced teachers might be talented or not this is not due to seniority or age (Day and Gu 2010)

  9. Teachers’ careers within two years • 0 – 2 years 33% 44% wants to leave Personal relations Personal develoment of the pupils Cross curricular teaching

  10. Teachers’ careers within eight years • 15% wants to leave • Positional relations to the pupils • Good teacher and colleague • Subjects matters • Mono curricular teaching

  11. During eight years – stable factors • Commitment and person most important factors • Theory and experience are of minor importance

  12. Conclusions • Yes, part of their understanding of teaching • No, the organization of teaching • No, part of their understaning of their profession • Teachers’ careers are not merely epiphenomena

More Related