“You Should Wear to Show what You Are”: Same-sex Sexuality Student Teachers Troubling the Heteronormative Professional Identity

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Anthony Brown ◽  
Boitumelo Diale
Keyword(s):  
Professional Identity ◽  
Student Teachers ◽  
School Environment ◽  
Self Regulation ◽  
Teaching Profession ◽  
Dress Code ◽  
Same Sex ◽  
Sexual Diversity ◽  
Work Integrated Learning ◽  
Training Programmes

Although schools are meant to be places where fundamental human values are taught and embraced, challenges encountered by student teachers with same-sex sexualities are inherently connected to contextual experiences of rejection and of being “othered.” These student teachers navigate the internalised homophobia, low self-esteem and anxiety of the teaching profession and begin to take on the role of the activists who “unsilence” and “visibilise” sexual diversity in normative school environments. However, there is scant research on how self-identified effeminate gay and masculine lesbian student teachers negotiate and navigate their identities in a heteronormative school environment during Work Integrated Learning (WIL). This article interrogates the conflation between gender expressions and the assigned sex that seems to raise the question of fitness of same-sex sexuality student teachers for the profession. In the research project undertaken, a qualitative design, which comprised a focus-group interview to elicit responses from 12 self-identified same-sex sexuality student teachers, was utilised. Themes that emerged from the data analysis are: policed bodies and gender-regulated professional teacher identities; self-regulation and performativity; and disrupting heteronormativity in the classroom. These themes are embedded within Activity Theory (AT). The results of this study show how the policing of dress code, mannerism and perceived sexual practice regulated and “genderised” teacher professional identity in schools. This indicates that as part of diversity education, urgency exists for teacher training programmes to incorporate knowledge on inclusive collegial atmospheres that are accommodative of same-sex sexualities.

scholarly journals An Examination of the Congruency between the University Teacher Training Contents and Secondary School Contents in Tanzania: The Case of Sokoine University of Agriculture

2016 ◽  
Vol 5 (2) ◽  
pp. 100
Author(s):  
Sotco Claudius Komba ◽  
Sarah Vincent Chiwamba
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Secondary Schools ◽  
Student Teachers ◽  
Teaching Profession ◽  
Cross Sectional ◽  
Training Programmes ◽  
The University ◽  
University Teacher Training ◽  
Education Courses

<p>It is ideally expected that after student teachers have gone through comprehensive curricula contents, they should possess the necessary competences and skills to enable them deliver effectively as teachers. However, some student teachers in Tanzania have expressed their concerns that some of the contents found in the curricula for teacher training programmes do not link with the contents taught in secondary schools. Therefore, this study was designed to examine the congruency between the contents student teachers cover during their studies at Sokoine University of Agriculture (SUA), one of the Tanzanian teacher training institutions, and contents taught in Tanzanian secondary schools. The study involved a randomly obtained sample of 181 third year students, pursuing various teacher education degree programmes. The study adopted a cross-sectional research design in which a set of questionnaire, which consisted of both open and closed-ended questions, was administered to the sampled respondents. The collected data were analyzed using SPSS in which frequencies and percentages of responses to the questions presented in the questionnaire were computed to answer research questions advanced for this study. The findings were as follows: First, the majority (66.9%) of student teachers felt that there was a congruency between the University contents and secondary school contents and about one third (33.1%) of student teachers felt that the congruency did not exist. Secondly, the majority (95%) of student teachers felt that the contents of education courses taught at the University were applicable in real school situations and the minority (5%) did not feel so. Third, the majority (91.7%) of student teachers felt that the teacher training programmes offered at SUA had enabled them to acquire sufficient classroom teaching skills and basic theories in education. Fourth, some challenges facing teacher training programmes offered at SUA, as reported by the respondents, included irrelevant contents in some university courses, inadequate infrastructures, and lack of opportunities for practice, to mention but a few. Based on these findings, it is recommended that whenever an opportunity to review the existing teacher training programmes comes, the exercise should be preceded with needs analysis to help determine if the existing programmes adequately address the needs of the teaching profession for which the student teachers are being prepared.</p>

Reflective Learning and the Growth of Intellect and Identity

2017 ◽  
pp. 26-43
Author(s):  
Jamiah Baba ◽  
Nabilah Abdullah
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Professional Identity ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Research Process ◽  
Personal Experiences ◽  
Teacher Personality

Reflection in learning is crucial as it provides learners with the chance to think about what they do, clarify what they understand by their actions, and adapt ways of working towards achieving goals. The continuous doing and posing inquiries about personal experiences is key to learners' intellectual growth and understanding of professional identity. This chapter outlines how content and professional knowledge of student-teachers in a Malaysian university progress through engagement in research process, and how involvement in research shapes their teacher personality and qualities as they become more critical and open-minded during the learning process. The study shows that reflection can promote self-regulation of learning habits that enhance growth of intellect and professional identity. The findings have implications on the provision of teacher education in higher education. It is imperative that teaching and learning activities help learners to recognise, understand, appreciate and reflect on their personal, social and professional development.

scholarly journals ¿CON QUÉ MOTIVACIONES Y EXPECTATIVAS SE ACERCAN LOS FUTUROS MAESTROS A LA PROFESIÓN EDUCATIVA?

2016 ◽  
Vol 1 (1) ◽  
pp. 331 ◽  
Author(s):  
Nagore Guerra Bilbao ◽  
Clemente Lobato Fraile
Keyword(s):  
Professional Identity ◽  
Student Teachers ◽  
Teaching Profession ◽  
Key Factors ◽  
Calidad De Vida ◽  
Social Prestige ◽  
Palabras Clave ◽  
Teacher Professional Identity ◽  
Teacher Professional

ResumenEn la perspectiva de la identidad profesional docente, este estudio se plantea explorar los factores que influyen en su construcción. El objetivo es determinar los principales factores como la motivación, interés y expectativas que los estudiantes declaran tener al iniciar los estudios de la titulación de Magisterio. El marco metodológico se sitúa tanto en el enfoque cuantitativo, como el cualitativo, que permite contrastar e integrar los análisis obtenidos. Finalmente, nos ha permitido concluir que los estudiantes de magisterio se mueven por una serie de motivaciones y expectativas que tienen que ver fundamentalmente con el altruismo vocacional y el prestigio social y la calidad de vida que en estos momentos estiman ofrece la profesión docente. AbstractIn the perspective of teacher professional identity, this study attempts to explore the factors that influence its construction. The objective is to identify key factors such as motivation, interest and expectations of students report having to initiate studies of the degree of Education. The methodological framework lies in the approach both quantitative and qualitative, that permits to the analysis obtained. Finally, we have to conclude that student teachers move through a range of motivations and expectations that have to do mainly with vocational altruism and social prestige and quality of life now believe offers the teaching profession. Palabras clave: identidad profesional docente, motivación, expectativas, estudiantes de magisterio, universidad. Keywords: teacher professional identity, motivation, expectations, student teachers, university.

scholarly journals The Influence of Short-term International Intensive Programme on Student Teachers’ Perception of Their Future Profession

2016 ◽  
Vol 54 ◽  
pp. 35-49
Author(s):  
Anna Czura ◽  
Joanna Pfingsthorn
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
International Workshop ◽  
Teaching Profession ◽  
Target Language ◽  
Long Term Effects ◽  
English Classes ◽  
The Arts ◽  
Training Programmes ◽  
The Impact

Foreign language teacher training programmes often require student teachers to spend some time in a country where the target language is spoken. While research on the role of study abroad experiences in general teacher education is well documented, investigations dealing with the impact of mobility initiatives on FL teacher education are rather scarce. The present study, based on oral interviews, examines long-term effects of a two-week international workshop, an Erasmus Intensive Programme IP, on student teachers’ perception of their role as FL teachers. The IP aimed at finding ways to incorporate elements of the arts into English classes in four European countries: Germany, Poland, Turkey and Lithuania. The IP participants were invited to take part in lectures, practical workshops and visits to local schools. The results of the study reveal that within approximately a year after the completion of the IP the participants from Poland express a general positive attitude towards the infusion of the arts into the EFL curriculum. The IP experience evoked the future teachers’ reflection upon a number of key issues in the profession of FL teaching: the degree of individualization and learner autonomy in class, rejecting the idea of teacher as solely an authority figure, the use of various forms of social interaction in class, and self-improvement or life-long learning being inherent aspects of the teaching profession.

scholarly journals Transitioning into Teaching as a Second Career: Skill Carry-Over, Professional Experience, and Classroom Performance

2020 ◽  
Vol 13 (12) ◽  
pp. 88
Author(s):  
Abdulaziz S. Alharbi
Keyword(s):  
Teacher Training ◽  
Classroom Management ◽  
Student Teachers ◽  
Teaching Experience ◽  
Teaching Profession ◽  
Group Method ◽  
Second Career ◽  
Student Interactions ◽  
Carry Over ◽  
Training Programmes

The present study aims to identify the motivations of those who move to the teaching profession from pre-existing careers in other areas, and to explore the transferrable skills and experiences they bring with them to the classroom. Participants were selected from among students in a teacher-training program, all of whom had previous careers&mdash;in the military, as counselors, as security staff, and in other areas&mdash;and all of whom were in the final stages of their in-classroom practical teaching experience. The study used a semi-structured focus group method to elicit self-reports of these student-teachers&rsquo; experiences of classroom management, student interactions, and actual approach to pedagogy, as well as their motives for seeking a change of career. The study revealed that the most important factors motivating the switch were a combination of economic ones, such as career stability and salary, and personal, social factors such as the desire to transmit one&rsquo;s values to the next generation. The results also pointed strongly toward the utility, relevance, and usefulness of prior experience in other careers, and participants noted their own preparedness to manage chaotic social situations or draw on real-world experiences to explain complex or morally difficult ideas. The study supports recommendations that teacher training programmes focus on practical aspects of second-career teacher preparation, and support them in adjusting to their new roles and new identities.

scholarly journals Analyse der akademischen Orientierungen von Studierenden: Ein binationaler Vergleich

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Māra Vidnere
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Student Teachers ◽  
Professional Competence ◽  
Scientific Discipline ◽  
Teaching Profession ◽  
Professional Activity ◽  
Academic Orientation ◽  
Area Of Interest

The current conditions of economic variations impact the quality of student teachers’ training, their professional competence, and especially that of education, to a great degree. There is a noticeable trend in the labour market of a demand for occupations with high professional qualities, i.e., respective education. Consequently the social importance of pedagogy as a scientific discipline is increasing, and research about students’ academic interests are particuarly important today. A requirement for the effectiveness of this research is ist the ualiy of the research activity, that is if it meets the needs of personalities and of society. A sound foundation for the quality of the research is the development of the scientific methodology. For the development of pedagogy both sides are important—methodology and social function. To achieve successful with a professional activity the pedagogue must decide on his or her developmental aims and discover optimal possible ways to achieve them, be convinced of his/her choice of interests, and secure in and aware of his/her own values. The methodology develops in unity with the development of the pedagogy. In the following contribution the attitudes of student teachers towards their studies is analyzed as their academic orientation during the process of professional identity formation. The object of the methodology of the scientific discipline of pedagogy is resarch activity. The aim of this present study focuses on the orientations and interests of the students with regard to the teaching profession. Students’ orientations were analyzed as their academic orientation in the process of the development of their professional identity. The research adapted the survey about academic orientation (Davidson, Beck & Silver, 1999). The adaptation of the methodologies was conducted under the guidance of professors M. Vidnere and A. Špona and comprised 36 questions on the analysis of academic orientations by students. The question arises if student teachers develop a special area of interest which points to a specific academic orientation.

scholarly journals Resemiotized experience in classroom interaction: A student teacher’s interactional use of personal stories during teaching placement

2021 ◽  
pp. 263497952110590
Author(s):  
Johan Christensson
Keyword(s):  
Professional Identity ◽  
Student Teachers ◽  
Classroom Interaction ◽  
Teaching Profession ◽  
Mediated Discourse ◽  
Analytical Perspective ◽  
Interaction Order ◽  
Field Notes ◽  
Oral Presentations ◽  
Oral Stories

One of the most important points of contact that student teachers have with the teaching profession occurs during placement, as placement provides a prime opportunity for them to interact with pupils and to further develop their teaching. In this article, a mediated discourse analytical perspective is employed as a lens to study a student teacher during his final teaching placement, with the aim of exploring how resemiotizations of previous experiences in the shape of oral stories can be interactionally used in the classroom. The data consist of three video recorded oral presentations, two video recorded sessions in a classroom, interview data, and observational field notes. Due to its potential to link past multimodal semiosis to present-time actions, nexus analysis is employed as the method for analysis. By unpacking a student teacher’s use of oral stories in the classroom, the study demonstrates how stories are adaptable resources that can be used to mark proximity to pupils, and thus serve as a means to manage the interaction order in the classroom. This is an activity with relevance for the teaching profession and, by extension, student teachers' development of professional identity.

scholarly journals Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

2021 ◽  
Vol 11 (7) ◽  
pp. 95
Author(s):  
Inmaculada García-Martínez ◽  
Eufrasio Pérez-Navío ◽  
Miguel Pérez-Ferra ◽  
Rocío Quijano-López
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Academic Success ◽  
Student Teachers ◽  
Educational Achievement ◽  
Skills Training ◽  
Academic Stress ◽  
Teaching Profession ◽  
Improve Student Achievement

Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social–emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers’ achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

STUDENT TEACHERS PERCEPTION TOWARDS TEACHING PRACTICUM PROGRAMME

2014 ◽  
Vol 2 (10) ◽  
pp. 121-130
Author(s):  
NORMAH YUSOF ◽  
AKMAH YUSOF ◽  
AZAHARI B MD ALI ◽  
CHE MOHD NAZRIN B CHE MOHD YUSOFF ◽  
MOHD NUR SHAFIQ B MOHD FARZA ◽  
...  
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
School Environment ◽  
Qualitative Methodology ◽  
Teaching Experience ◽  
Classroom Teachers ◽  
Teaching Practicum ◽  
And Linguistics

One of the requirements to qualify as a teacher is to undergo a teaching practicum during which one gains teaching experience. This practicum is considered as the most significant way in helping student teachers to become effective classroom teachers. This study investigates UniSZA student teachers perception towards teaching practicum and the challenges encountered by them. 45 Diploma in Teaching of English (TESL) Semester 5 students at the Faculty of Languages and Linguistics (FLL), Universiti Sultan Zainal Abidin (UniSZA) were chosen as respondents. The research employed qualitative methodology with questionnaire administered to examine the respondent’s answer for every question asked. The findings indicated that the student teachers have different perception and expectation regarding teaching practicum but most of them looked forward to it. The result of this study also highlighted two prominent challenges encountered by the student teachers that were to adapt with the school environment and the classroom management. Findings of this study would provide a deeper understanding on the Teaching Practicum organized by the Faculty of Languages and Communication.

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