scholarly journals En gryende læreridentitet

2020 ◽  
pp. 45-63
Author(s):  
Anne Bonnevie Lund ◽  
Anna Järnerot
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Teacher Identity ◽  
Early Stage ◽  
Comparative Method ◽  
High Expectations ◽  
Teaching Role ◽  
Constant Comparative Method ◽  
Open Coding ◽  
Insight Into

This article is based on a study of the reflection notes written by 62 first term preservice teachers. These reflection notes revolve around how they understand their future professional roles, their concepts of the “good teacher”, and to what degree they feel qualified to become competent professionals. The data was analysed through open coding and constant comparative method. The participants show insight into important aspects of the teaching role. They have their own ideas, visions, and place importance on their own professional attainment. A significant majority of the preservice teachers found their duties to be more complex and demanding than anticipated. In particular, the intense need for involvement and the amount of unforeseen issues that arose came as a surprise to many. The participants display high expectations of themselves in terms of classroom management, but at the same time seem to have faith in their abilities to meet these expectations. At an early stage in their education, we can see a dawning teacher identity among the participants.

scholarly journals Det første møtets sødme? Lærerstudenters første møte med praksisfeltet

2020 ◽  
pp. 25-43
Author(s):  
Anne Bonnevie Lund ◽  
Anna Järnerot ◽  
Nicole Veelo
Keyword(s):  
Preservice Teachers ◽  
Teacher Identity ◽  
Comparative Method ◽  
Early Observation ◽  
Major Influence ◽  
Teacher Role ◽  
Class Management ◽  
Constant Comparative Method ◽  
Teacher Students ◽  
Group Interviews

This article reports on a qualitative study on the experiences of 126 newly educated preservice teachers from their first encounter with the field of practice, consisting of one week of observations occurring within the first weeks of their studies. The objective of the study was to elucidate the way in which the students’ understanding of the teacher role was altered by this experience, and how their emerging identities as teacher students were affected. The study was conducted through an online open-ended questionnaire and two focus group interviews which were analyzed using Grounded Theory and a constant comparative method. Results indicate that the students primarily focus their attention on the execution of class management, that is, the performance-aspect of the teacher role. Additionally, many students discovered that there is so much more to leading a class than what they had thought or experienced as pupils themselves. Although the development of a teacher identity takes time, the study shows that this development can start early. Observation practice is valuable in this regard. It also gives students relevance and meaning, and is a major influence on their motivation and further commitment.

Teacher Identity, Growth Mindset, and Agency

2022 ◽  
pp. 119-135
Author(s):  
Diane LaFrance ◽  
Lori Rakes
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Retention ◽  
Classroom Management ◽  
Reflective Practice ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Growth Mindset ◽  
Teacher Education Programs ◽  
Education Programs

This chapter discusses the problem of teacher retention as it relates to handling the unexpected, whether it be meeting the needs of all learners, classroom management, or any other problem teachers may encounter. The authors propose that teacher education programs can support the growth of preservice teachers by helping them to develop teacher identity early in their learning through experiences and autonomy. In addition, preservice teachers should develop a growth mindset to promote agency when encountering learning obstacles and to engage in reflective practice. By identifying as teachers, allowing themselves to grow, and being proactive in searching for ways to improve their practice, preservice teachers can better prepare themselves for the reality of teaching and, hopefully, remain in the teaching profession.

Wiki Interaction Tracks in Geometry Learning

2012 ◽  
pp. 185-204
Author(s):  
Wajeeh Daher
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Knowledge Building ◽  
Comparative Method ◽  
Discussion Section ◽  
Pedagogic Content Knowledge ◽  
Constant Comparative Method ◽  
Constant Comparative ◽  
Geometric Content ◽  
Geometry Learning

The constant comparative method (Lincoln & Guba, 1985) was used to analyze preservice teachers’ discussions and interactions in wiki discussion sections regarding geometric lessons that were written by other preservice teachers in the year before. The data was compared for the following interaction aspects of knowledge building: dialogical actions, participants’ roles, and discussion tracks. Research shows that building their content and pedagogic content knowledge, the preservice teachers together with the lecturer used mainly proposing, asking, requesting, arguing, presenting, and moving the discussion forward as dialogical actions. Proposing and asking were used for various goals such as proposing various ideas and actions, and asking about different issues concerned with geometric content and pedagogic content knowledge. The lecturer asked questions more than the preservice teachers, while the preservice teachers proposed more than the lecturer. The knowledge building was collaborative in nature, and one important aspect which enabled the collaboration is the topology of the wiki discussion section. This topology enables presenting the content of the messages; not just the titles, where the contents are presented as having the same level and thus the same importance.

Investigating the HRD cube and explicating extant paradigms of HRD

2014 ◽  
Vol 38 (4) ◽  
pp. 323-346 ◽  
Author(s):  
Andrew C. Hurt ◽  
Susan A. Lynham ◽  
Gary N. McLean
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Comparative Method ◽  
Resource Development ◽  
Content Type ◽  
Research And Practice ◽  
Constant Comparative Method ◽  
Open Coding ◽  
Axial Coding ◽  
Theory Research

Purpose – The purpose of this study is to focus on the issue of paradigms in human resource development (HRD) and validate the HRD cube as a synthesized model of HRD praxis and to explicate some of the extant paradigms of HRD. Design/methodology/approach – The study was carried out by examining the text of articles published in Academy of Human Resource Development (AHRD)-sponsored journals over a specific period. Sixteen articles published in AHRD-sponsored journals were treated as if they were the representative voice(s) of their author(s). Data units were axially coded and sorted into one of seven pre-determined categories based on the axioms of theory, research and practice. Then, data units were open coded using the constant comparative method, and themes were developed. Findings – Axial coding results identified a dominant emphasis on practice. The accumulation of units representing research and theory were comparatively smaller. Evidence of shared perspectives was found that emphasized the practice axiom. Open coding results identified representative themes within each of the axiom-based categories of theory, research and practice. Six themes developed in the theory category, nine themes developed in the research category and six themes developed in the practice category. Originality/value – The results support the overall construction of the HRD cube. Given the initial validation and support of the HRD cube and of the components described within the theory, research and practice sides within these 16 articles published in AHRD-sponsored journals, at least 18 prospective paradigms of HRD were identified.

scholarly journals Online practicum and teacher efficacy: correlation, challenges, and lessons arising from Covid-19 pandemic

2021 ◽  
Vol 10 (41) ◽  
pp. 19-29
Author(s):  
David Wafula Waswa ◽  
Suleyman Celik
Keyword(s):  
Preservice Teachers ◽  
Student Engagement ◽  
Classroom Management ◽  
Self Efficacy ◽  
Online Teaching ◽  
Sense Of Self ◽  
Teaching Practicum ◽  
School Based ◽  
Low Levels ◽  
Insight Into

This study examined the influence of teaching practicum on preservice teachers’ sense of self-efficacy during the covid-19 pandemic. In particular, the study sort to establish if both online and school-based teaching practicums have the same influence on the preservice teachers self-efficacy. A questionnaire was used to collect data from 40 preservice teachers, 2 of them were also interviewed for further insight into the answers provided. It was found that the preservice teachers’ sense of self-efficacy was at best “average” during the pandemic time, with online-based practicum teachers showing a slightly stronger self-efficacy overall. However, school-based practicum teachers showed higher self-efficacy in classroom management and student engagement. The slight differences in efficacy levels were found not to be statistically significant to cause a difference in opinion between online teaching practicum and school-based teaching practicum. Possible reasons for general low levels of self-efficacy were discussed, and causes for slightly higher efficacy for online-based practicum also suggested.

Wiki Interaction Tracks in Geometry Learning

2010 ◽  
Vol 2 (4) ◽  
pp. 15-34 ◽  
Author(s):  
Wajeeh Daher
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Knowledge Building ◽  
Comparative Method ◽  
Discussion Section ◽  
Pedagogic Content Knowledge ◽  
Constant Comparative Method ◽  
Constant Comparative ◽  
Geometric Content ◽  
Geometry Learning

The constant comparative method (Lincoln & Guba, 1985) was used to analyze preservice teachers’ discussions and interactions in wiki discussion sections regarding geometric lessons that were written by other preservice teachers in the year before. The data was compared for the following interaction aspects of knowledge building: dialogical actions, participants’ roles, and discussion tracks. Research shows that building their content and pedagogic content knowledge, the preservice teachers together with the lecturer used mainly proposing, asking, requesting, arguing, presenting, and moving the discussion forward as dialogical actions. Proposing and asking were used for various goals such as proposing various ideas and actions, and asking about different issues concerned with geometric content and pedagogic content knowledge. The lecturer asked questions more than the preservice teachers, while the preservice teachers proposed more than the lecturer. The knowledge building was collaborative in nature, and one important aspect which enabled the collaboration is the topology of the wiki discussion section. This topology enables presenting the content of the messages; not just the titles, where the contents are presented as having the same level and thus the same importance.

How Evacuees Obtained Health Care Information After the Great East Japan Earthquake: A Qualitative Interview Study

2017 ◽  
Vol 11 (6) ◽  
pp. 729-734
Author(s):  
Haruka Ota ◽  
Kikuko Miyazaki ◽  
Takeo Nakayama
Keyword(s):  
Health Care ◽  
Early Stage ◽  
Comparative Method ◽  
Great East Japan Earthquake ◽  
Health Care Information ◽  
Structured Interviews ◽  
Qualitative Interview Study ◽  
Constant Comparative Method ◽  
Care Information ◽  
Factors Of Influence

AbstractObjectiveTo explore how evacuees obtained health care information at their evacuation destinations after the Great East Japan Earthquake.MethodsWe conducted semi-structured interviews of 11 evacuees who moved to City A in Kyoto Prefecture following the Great East Japan Earthquake. The interviews explored how the evacuees obtained health care information, including the main factors of influence. The interviews were transcribed and analyzed to identify trends by using the constant comparative method.ResultsFour categories emerged from 6 concepts. Mother-children evacuees and family evacuees tended to obtain health care information in different ways. Family evacuees had moved as a family unit and had obtained their health care information from local neighbors. Mother-children evacuees were mothers who had moved with their children, leaving behind other family members. These evacuees tended to obtain information from other mother-children evacuees. At the time of evacuation, we found 2 factors, emotions and systems, influencing how mother-children evacuees obtained health care information.ConclusionsWe found 2 different ways of obtaining health care information among mother-children evacuees and other evacuees. At the time of evacuation, 2 factors, emotions and systems, influenced how mother-children evacuees obtained health care information. Community-building support should be a priority from an early stage after a disaster for health care management. (Disaster Med Public Health Preparedness. 2017;11:729–734)

A Method of Finding Biologically Inspired Guidelines for Environmentally Benign Design and Manufacturing

2014 ◽  
Vol 136 (11) ◽  
Author(s):  
John Reap ◽  
Bert Bras
Keyword(s):  
Comparative Method ◽  
Environmentally Benign ◽  
Biologically Inspired ◽  
Constant Comparative Method ◽  
Design And Manufacturing ◽  
Self Cleaning ◽  
Constant Comparative ◽  
Insight Into

Fundamental characteristics identified via observation of the inherently sustainable biosphere can inform and guide environmentally benign design and manufacturing (EBDM). In support of this premise, this paper identifies characteristics, extracts biological principles, translates them into guidelines for EBDM, and briefly reports on their application in situations of engineering interest. It outlines and illustrates the use of constant comparative method (CCM) to identify and extract fundamental biosphere characteristics from biology and ecology literature. Then, it translates these biological principles into general guidelines with associated metrics. To illustrate the efficacy of this approach, bio-inspired metrics are used for the purposes of assessing micro/nanoscale self-cleaning surfaces and designing a carpet tile recycling network. These efforts suggest that learning the phenomena responsible for the biosphere's inherent sustainability can yield insight into EBDM.

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