scholarly journals A Snapshot of the Latinx Teaching Experience in the New Latino Diaspora

2019 ◽  
Vol 13 (1) ◽  
pp. 42
Author(s):  
Jesús Alejandro Tirado
Keyword(s):  
Social Studies ◽  
Demographic Change ◽  
Teaching Experience ◽  
Teaching Profession ◽  
Minority Teachers ◽  
New Latino Diaspora

As the nation’s classrooms (and the nation itself) undergo a demographic change, we have to wonder what will happen to the teaching profession and attitudes as minority teachers start to fill the ranks of this profession. This paper seeks to contribute to this work with the interviews of four Latinx teachers who are working in the New Latino Diaspora. These teachers come from a variety of fields, math, English and social studies and work in different places. Their words and ideas help us understand the ideas and practices that they implement and how they will change the classroom. Exploring these changes provides one way that we can understand what minority teachers bring to the classroom and how they can help their students learn and grow.

Preservice teachers’ visions of themselves: powerful teachers or powerful social studies teachers?

2018 ◽  
Vol 13 (1) ◽  
pp. 113-126
Author(s):  
Alicia R. Crowe ◽  
Evan Mooney ◽  
Todd S. Hawley
Keyword(s):  
Social Studies ◽  
Student Teaching ◽  
Common Good ◽  
Teaching Experience ◽  
Social Studies Teachers ◽  
Content Type ◽  
The Common Good ◽  
Social Studies Teacher ◽  
The Common ◽  
Social Studies Teaching

Purpose The purpose of this paper is to share findings from research on preservice social studies teachers’ visions of themselves as they prepare to enter their student teaching experience. Design/methodology/approach The guiding research question for this study asked, “How do preservice social studies teachers articulate their visions of themselves as powerful social studies teachers just before their student teaching experience?” Findings The authors found that their visions of themselves emphasized aspects of powerful teaching, yet lacked explicit and important connections to social studies teaching. In their discussion and conclusions, they share the implications of these findings for their social studies teacher education program and other social studies education programs generally. Originality/value The authors contend that while powerful teaching is important, without an emphasis on powerful social studies teaching, they may struggle to achieve social studies teaching goals and purposes, such as teaching for democratic living, the common good, or citizenship. The distinction between powerful teaching and powerful social studies teaching, the authors believe, should be of concern for social studies teacher educators interested in positioning student teachers to create classroom spaces focused on the common good, national and global societies, or the deepening of democracy.

scholarly journals Formación normalista que limita o desarrolla el desempeño universitario en estudios de postgrado

2020 ◽  
pp. 23-29
Author(s):  
María del Consuelo Salinas-Aguirre ◽  
Jaquelina Lizet Hernández-Cueto ◽  
Sara Margarita Yáñez-Flores ◽  
Carlos Daniel Emiliano-Castillo
Keyword(s):  
Teaching Practice ◽  
Descriptive Analysis ◽  
School Achievement ◽  
Self Regulation ◽  
Teaching Experience ◽  
Teaching Profession ◽  
Self Awareness ◽  
Educational Training ◽  
Teacher Skills ◽  
Teachers Training

Quantitative non-experimental research studies of basic teachers training and its pedagogical relevance to develop or limit the updating of learning towards the professionalization of postgraduate teachers. The academic sufficiency of students of basic teachers to access higher studies has been discussed. The research proposes of these students teaching practice as learning to continue higher professional development. The research has vertical transactional data collection applied to the random sample of 47 students of basic teachers from a population of 224 master's students. The descriptive analysis is carried out in six signal variables, three axes: systems of teacher training discipline, school achievement in normal school and efficiency in master's studies, inserted are five complex variables. The analysis is descriptive correlational (Pearson) and multivariate factorial. The results show the achievement of the objectives of teaching experiences in professional practice and the relationship with productive learning. Attributes of basic teachers’ students support learning based on teaching experience are being fair, consistent, and productive, with a positive attitude, respectful, goal-oriented, proposing alternative solutions to real problems in teaching. The research provides information for the integration of public educational policies that impacts the training and updating of the impacts the training and updating of the teaching profession, attending to educational problems for the teaching development towards postgraduate degrees. The assertive students of basic teachers training with practices and professional teaching is constituted in formative learning for development in higher education The intentional educational training and teaching develop in students of basic teacher skills such as: self-awareness, self-esteem, conscience, moral judgment, empathy, social perspective, self-regulation and formation of values.

Professional Development Needs and Priorities of La Salle University (LSU) Faculty

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
Flordelis J. Ejercito
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Teaching Profession ◽  
College Faculty ◽  
Service Needs ◽  
Professional Development Needs ◽  
Almost All ◽  
La Salle University

The quality of instruction depends on a large extent of the capability, the strength, and the excellence of the faculty. For the faculty to perform their roles and fulfill their responsibilities, Colleges must first show that they understand what the faculty needs and values most. The purpose of this descriptive study was to determine the professional development needs and priorities pertaining to teaching and learning of the college faculty (n=71) of La Salle University to guide the administrators and faculty in crafting enrichment activities. Sixty-three percent of the 113 teachers completed a survey instrument. Calculated means and frequency-percentage distribution describes the prioritization of in-service needs while weighted means determine the performance of the college faculty as appraised by the students. The results of this study showed one-thirds of the teacher-respondents as new to the teaching profession while 69% have more than three years of teaching experience. The study concludes that the colleges vary in their needs for professional development. However, there are areas common to almost all colleges. Their top priority need for classroom management is ending the class on time. For the evaluating students’ learning, the top priority is mastery of the subject matter. For evaluating students’ learning, the priority is constructing questions that cover topic discussed.  Keywords – Management, professional development needs and priorities, teaching profession, teaching experience, enrichment, descriptive design, Philippines

scholarly journals A Course-Based Teaching Experience for STEM Undergraduates Improves Student Perceptions of Teaching Self-Efficacy and Attitudes Toward Teaching Careers

2022 ◽  
Vol 21 (1) ◽  
Author(s):  
Seth Bush ◽  
Ashley Calloway ◽  
Emily Bush ◽  
Ed Himelblau
Keyword(s):  
Student Perceptions ◽  
21St Century ◽  
Teaching Experience ◽  
Teaching Profession ◽  
Stem Majors ◽  
Positive View ◽  
Attitudes Toward Teaching ◽  
Hands On ◽  
Eighth Grade Students ◽  
Learn By Doing

In the Learn By Doing Lab, STEM majors teach hands-on science to third- through eighth-grade students visiting the campus. Participants develop confidence in their ability to teach science and a more positive view of the teaching profession. Participants recognize that the experience builds 21st-century competencies.

scholarly journals The Relationship Between Possible Self of the Social Studies and History Teacher Candidates and the Attitudes Towards Teaching Profession

2020 ◽  
Vol 13 (4) ◽  
pp. 64
Author(s):  
Kamil Uygun ◽  
Muhammet Avaroğulları
Keyword(s):  
Social Studies ◽  
Teacher Candidates ◽  
Possible Selves ◽  
Linear Regression Analysis ◽  
Attitude Scale ◽  
Teaching Profession ◽  
Spring Semester ◽  
The Social ◽  
Social Studies Teacher ◽  
History Teacher

This study was conducted to determine to what extent the attitudes of pre-service teachers of social studies and history towards the teaching profession may predict possible teacher selves. Participants of the research are senior social studies teacher candidates studying at a public university in the spring semester of 2018-2019 academic year and history teacher candidates registered in the pedagogical formation program. Relational survey model, one of the survey models, was used in the research. The data was collected through Teacher Candidates Possible Selves Questionnaire and Attitude Scale towards Teaching Profession. The data obtained from the study were analyzed by Independent samples t test and simple linear regression analysis techniques. According to the results obtained from the research, there was no difference between the attitudes of social studies teacher candidates and history teacher candidates who received pedagogical formation education towards the teaching profession. While the department of teacher candidates was not effective on the expected teacher selves, it was determined that it was effective on the feared teacher selves. It has been understood that the attitude towards teaching profession is effective in predicting expected possible selves, but it is ineffective in predicting feared possible selves that are feared. Suggestions were made in line with the results obtained from the research.

Does teaching experience increase teacher effectiveness? A review of US research

2019 ◽  
Vol 4 (4) ◽  
pp. 286-308 ◽  
Author(s):  
Anne Podolsky ◽  
Tara Kini ◽  
Linda Darling-Hammond
Keyword(s):  
Teacher Effectiveness ◽  
Student Outcomes ◽  
Design Methodology ◽  
Teaching Experience ◽  
Teaching Profession ◽  
Experienced Teachers ◽  
Data Systems ◽  
Content Type ◽  
Achievement Gains ◽  
The Usa

Purpose The purpose of this paper is to summarize the key findings from a critical review of relevant US research to determine whether teachers, on average, improve in their effectiveness as they gain experience in the teaching profession. Design/methodology/approach This paper is based on the authors’ review of 30 studies published since 2003 that analyze the effect of teaching experience on student outcomes in the USA. Findings The authors find that: teaching experience is positively associated with student achievement gains throughout much of a teacher’s career; as teachers gain experience, their students are more likely to do better on measures of success beyond test scores; teachers make greater gains in their effectiveness when they teach in a supportive, collegial environment, or accumulate experience in the same grade, subject or district; and more experienced teachers confer benefits to their colleagues. Originality/value A renewed look at this research is warranted due to advances in methods and data systems that have allowed researchers to examine this question with greater sophistication.

scholarly journals Perceived Stress and Indicators of Burnout in Teachers at Portuguese Higher Education Institutions (HEI)

2020 ◽  
Vol 17 (9) ◽  
pp. 3248 ◽  
Author(s):  
Renata Teles ◽  
Antonio Valle ◽  
Susana Rodríguez ◽  
Isabel Piñeiro ◽  
Bibiana Regueiro
Keyword(s):  
Higher Education ◽  
Perceived Stress ◽  
Emotional Exhaustion ◽  
Higher Education Institutions ◽  
Teaching Experience ◽  
Maslach Burnout Inventory ◽  
Teaching Profession ◽  
Personal Accomplishment ◽  
University Teachers ◽  
Portuguese Higher Education

The aim of this study was to examine the phenomena of burnout and perceived stress in teachers at Higher Education Institutions, as this professional class is one of the most affected by high levels of stress. A sample of 520 university teachers was used, of which 339 (65.2%) were women. The Maslach Burnout Inventory (MBI) was used to measure burnout, and the Perceived Stress Scale (PSS) was used to measure perceived stress. A sociodemographic data questionnaire produced by the authors was also applied, which consisted of questions about age, sex, experience in the teaching profession and the participants’ teaching areas. The results indicated that university teachers over 60 years old exhibited lower levels of perceived stress, as did teachers with more teaching experience (30 years or more), and those with less experience (less than 10 years). Women exhibited higher levels of perceived stress than men. Women also scored higher levels of Emotional Exhaustion in the burnout dimensions, whereas teachers will less experience (under 10 years) and teachers with more experience (more than 30 years) had the lowest scores in this dimension. Through an examination of the relation between perceived stress and the burnout dimensions, we concluded that perceived stress was directly proportional to emotional exhaustion and depersonalization; and was inversely proportional to personal accomplishment. A total of 31.3% of the variance in burnout was explained by perceived stress.

Mid-career Teacher Retention: Who Intends to Stay, Where, and Why?

2022 ◽  
Author(s):  
Belinda G. Gimbert ◽  
Ryan R. Kapa
Keyword(s):  
Native American ◽  
School Climate ◽  
Teacher Retention ◽  
Teaching Experience ◽  
Teaching Profession ◽  
Black African ◽  
Alaskan Native ◽  
Attitudinal Factors ◽  
Career Teachers ◽  
Career Teacher

Teacher turnover is widely understood to be among the most pressing challenges facing the American public education system. Who and where are the mid-career teachers who choose to stay in the profession? Why do they stay? Researchers need to attend to these questions to inform both national dialogue and local actions regarding how to retain and sustain mid-career teachers who positively impact student learning. This quantitative study explored mid-career teachers’ responses to the 2015–2016 National Teacher and Principal Survey to ascertain if certain demographic factors (e.g., race, school location) and school climate and teacher attitudinal factors (e.g., job satisfaction, career pathway and opportunities, support from administrators and/or sources beyond school leaders and colleagues, and influence over school policy) affect a mid-career teacher’s decision to remain in the teaching profession. Findings indicate that mid-career teachers (5 to 20 years of teaching experience) in a secondary setting are significantly more likely to intend to stay in the profession than their peers in an elementary setting, and non-White mid-career teachers (Black/African American, Asian, Native Hawaiian/Other Pacific Islanders, and Native American/Alaskan Native) than their White peers, respectively. Suburban mid-career teachers are more likely to express a desire to remain in the profession than their counterparts in urban, town, and rural settings. Related to the climate and attitudinal factors, mid-career teachers with more positive perceptions of school climate are more likely to remain in the profession. The most important factor in mid-career teacher retention is the teacher’s level of satisfaction with workplace conditions that directly impact teaching.

Sign in / Sign up

Export Citation Format

Share Document