scholarly journals Identidad profesional docente en aspirantes a profesorado de enseñanza secundaria

2017 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Alfonso Pontes ◽  
Leopoldo Ariza ◽  
Rosario Del Rey
Keyword(s):  
Secondary School ◽  
Professional Identity ◽  
Secondary School Teachers ◽  
Initial Training ◽  
School Teachers ◽  
Initial Development ◽  
The Past ◽  
The University ◽  
Teaching Professional ◽  
Formación Docente

Resumen: Dentro de la línea de investigación sobre el pensamiento de los docentes, en este trabajo se muestran los resultados de un estudio destinado a explorar las ideas y motivaciones de los futuros profesores de educación secundaria sobre la profesión docente y la formación pedagógica necesaria para ser profesor en esta etapa educativa. Mediante el Cuestionario sobre interés por la docencia y la formación inicial (Pontes, Ariza y Sánchez, 2010) se han explorado las opiniones de 353 alumnos y alumnas del curso de formación inicial para la docencia, que constituyen aproximadamente la cuarta parte de los estudiantes de la Universidad de Córdoba en los dos pasados cursos, es decir, los últimos que han cursado el CAP y los primeros que han realizado el Máster de Profesorado de Educación Secundaria. Entre los resultados se ha encontrado que los motivos de interés profesional por la docencia obedecen a diferentes causas y que están relacionados con distintas concepciones previas sobre la profesión y la formación docente. Los resultados obtenidos contribuyen al avance de la investigación sobre el desarrollo inicial de la identidad profesional docente entre los profesores y profesoras en formación y ofrecen claves para la mejora del proceso de formación inicial del profesorado de secundaria.Teaching professional identity of candidates for secondary school teachers Abstract: Within the line of investigation over teacher’s thinking, we show with this paper the results obtained from a research which aim was to explore the ideas and motivation of future secondary school teachers towards the teacher profession and the pedagogic training needed for being teacher in this educational stage. Through the Questionnaire about interest to teaching and initial training (Pontes, Ariza y Sánchez, 2010) we have explored the opinions of 353 students of the course of initial training for teachers, comprising a quarter of the students of the past two courses of the University of Cordoba and being the last students of the CAP and the first of the Master degree. Among the results we have found that professional interests towards teaching obey to different reasons and that these reasons are related to diverse prior conceptions about the teacher profession and its training. The results obtained contribute to the advance of the investigation about initial development of the teaching professional identity of training teachers and provide with some keys for the improvement of the initial training process of the secondary school teachers.

Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software

2010 ◽  
pp. 84-97
Author(s):  
Mark J.W. Lee ◽  
Catherine McLoughlin
Keyword(s):  
Secondary School ◽  
Student Teachers ◽  
Secondary School Teachers ◽  
New South ◽  
New South Wales ◽  
Teaching Profession ◽  
Social Software ◽  
School Teachers ◽  
South Wales ◽  
The University

The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.

scholarly journals Teaching practice in teachers’ initial training in Cape Verde: supervisors’ perspectives

2020 ◽  
pp. 3-26
Author(s):  
Isabel Salomé de Miranda Santos de Lima ◽  
Ana Isabel Andrade ◽  
Nilza Maria Vilhena Nunes da Costa
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
Training Needs ◽  
Cape Verde ◽  
Initial Teacher Education ◽  
Initial Training ◽  
School Teachers

This article aims to characterize the supervisors’ discourse about their TP in the context of initial teacher education of future Secondary School teachers in Cape Verde, trying to understand some of their limitations and/or failures while performing their academical duties and, consequently, their training needs. The methodology involves construction, validation, and application of questionnaires with 10 institutional supervisors, 19 cooperative supervisors and 66 future teachers, and in order to better understand the results interviews with 3 Higher Education supervisors and 3 school supervisors were carried out. The results show that it is urgent to develop supervisors’ competences, in order to promote reflexive and critical teachers, based on thinking and acting, as well as to increase collaboration with their peers, in a reflective scenario of teacher education. This will certainly enhance the quality of their supervisor role, and make them more active in their professional development, profile of trainees and, consequently, education in the archipelago, at large

How Ethnicisation Issues Related to Roma Communities Effect the Perception of Roma People by Future Secondary School Teachers

2012 ◽  
Vol 2 (1) ◽  
pp. 44-51
Author(s):  
Vladislav Jankových
Keyword(s):  
Secondary School ◽  
University Students ◽  
Social Exclusion ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Symbolic Form ◽  
The Past ◽  
The Social ◽  
Roma People ◽  
Socially Maladjusted

This article is concerned with the ethnicisation of issues relating to the socially maladjusted communities made up largely by members of the Roma minority. This ethnicisation is put into context with the current discourse about the Roma people and closely related to the symbolic form of the social exclusion of the Roma people by the majority Czech population. Part of this discourse is recorded here in connection with research into the attitudes toward the Roma people held by university students - future secondary school teachers. The research results are compared with a number of similar pieces of research in this area conducted in the past.

The professional identity of secondary school teachers in Spain

2006 ◽  
Vol 4 (3) ◽  
pp. 339-355 ◽  
Author(s):  
Antonio Bolívar ◽  
Jesús Domingo
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Professional Identity ◽  
Secondary Teachers ◽  
Secondary School Teachers ◽  
Research Data ◽  
Professional Status ◽  
Education Reforms ◽  
School Teachers ◽  
Lower Secondary Education

This article examines the problems of lower secondary education in Spain (ESO, or compulsory secondary education), in view of the implementation of several education reforms, focusing on their effect on the crisis in secondary teachers’ professional identity. Using research data, we analyse their experience of the crisis and the problems involved in rebuilding teachers’ identity in times of change. Finally, some guidelines are provided for reaffirmation of teachers’ professional status.

scholarly journals Crisis and Reconstruction of Teachers’ Professional Identity: The Case of Secondary School Teachers in Spain

2014 ◽  
Vol 7 (1) ◽  
pp. 106-112 ◽  
Author(s):  
Antonio Bolívar ◽  
Jesús Domingo ◽  
Purificación Pérez-García
Keyword(s):  
Secondary School ◽  
Focus Groups ◽  
Professional Identity ◽  
Secondary School Teachers ◽  
Identity Crisis ◽  
Academic Community ◽  
School Teachers ◽  
Current Crisis ◽  
Individual Interviews

While the teachers’ identity crisis is a recurring dilemma, it has acquired its own set of characteristics at the end of modernity. In addition, there are characteristics specific to secondary school teachers in Spain. Therefore, this topic must be placed within the broader framework of the modernity crisis and the academic community. From a narrative-biographical perspective, identities are constructed within a socialization process, like a story. This article describes the design of a study on the professional identity crisis of secondary school teachers in Spain. The study sequentially combines different individual interviews and focus groups. The research can be considered a collective case study, a multiple case study (individual interviews), and a greater collective study (focus groups). Finally, this article presents some of the study’s main conclusions. Identity is crucial to how teachers construct the nature of their work on a daily basis (motivation, satisfaction and competence). Therefore, and given the current crisis, it is necessary to evaluate alternative discourses that can lead to better school systems and a reconstruction of teachers’ identity in the academic community.

scholarly journals Geografías e historias de aprendizaje de docentes de secundaria. Intersecciones, tránsitos y zonas de no saber

2019 ◽  
Vol 37 (2 Jul-Oct) ◽  
pp. 67-92
Author(s):  
Alejandra Bosco ◽  
Cristina Alonso Cano ◽  
Raquel Miño Puigcercós
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Educational Research ◽  
Secondary School Teachers ◽  
Narrative Research ◽  
Methodological Approach ◽  
School Teachers ◽  
Research Project ◽  
Professional Development Of Teachers ◽  
Formación Docente

El artículo muestra parte de los procesos y resultados de un proyecto de investigación que explora qué, cómo, con qué y dónde aprenden los docentes de secundaria dentro y fuera de sus centros. Tras presentar la perspectiva onto-epistemológica en la que se sitúa el estudio y los avances que se propone alcanzar, nos referirnos brevemente a la aproximación metodológica y a los participantes en la investigación. A continuación, nos centramos en ocho docentes que trabajan en uno de los tres ins titutos que han colaborado en el estudio. Para ello, situamos el contexto y los procesos llevados a cabo y realizamos una aproximación a sus geografías e historias de aprendizaje. A continuación, se problematiza el proceso de análisis seguido y se identifican los escenarios en los que aprenden los docentes, los tránsitos entre escenarios y las nociones de aprendizaje que emergen en sus geografías e historiasde aprendizaje. Finalmente, se sitúan las aportaciones que estas prácticas de investigación narrativa pueden representar para la propia investigación educativa y la formación docente. This article shows part of the processes and results of a research project that explores what, how, with what and where secondary school teachers learn inside and outside their schools. After locating the ontoepistemological perspective in which the study is situated and the advances to be achieved, we briefly refer to the methodological approach and to the participants in the piece of research. Next, we focus on eight teachers who work in one of thethree secondary school that have collaborated in the study. To do this, we situate the context and the processes involved in the configuration of the teachers’ learning geographies and histories. To this end, the process of analysis employed is problematized and the scenarios in which teachers learn are identified, as are the transitions between scenarios and the notions of learning that emerge in their learning geographies and histories. Finally, we refer to the contributions that these practices of narrative research can make to educational research and the professional development of teachers.  

scholarly journals Views of Teachers and Hostel Matrons on the Landscape of Substance Abuse Amongst the Youth in the Northern Region of Namibia

2019 ◽  
Vol 11 (5) ◽  
pp. 133
Author(s):  
Janetta Agnes Ananias ◽  
Jabulani Calvin Makhubele ◽  
Miriam Winnie Hasheela ◽  
Ndanyakuwa Ilonga Hamuse Tiberia ◽  
Rachel Johanna Freeman ◽  
...  
Keyword(s):  
Substance Abuse ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Northern Region ◽  
Easy Access ◽  
Ministry Of Education ◽  
School Teachers ◽  
Ethical Approval ◽  
Prevention Programmes ◽  
The University

AIM: This research project aimed at exploring the views of secondary school teachers and hostel matrons on the landscape of substance abuse amongst the youth at a border town situated in the northern region of Namibia. METHOD: In this qualitative study, in-depth interviews were conducted with secondary school teachers and hostel matrons, selected by means of a purposive sampling method from five schools representing state schools and private schools. Ethical approval was obtained from the University of Namibia’s ethical approval committee, whilst permission to conduct the study was obtained from the Ministry of Education, Arts and Culture, Namibia.  Participation was voluntary and based on informed consent. FINDINGS: The themes identified in the study were amongst others; the types of substances used by the youth, the use of substances on school premises and easy access/availability of substances. CONCLUSION: The study concluded that substance abuse seems to be normalised in the community because of the excessive availability of alcohol in the community. The need for law enforcement and law reform as well as prevention programmes at all levels of society is highlighted.

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