透视图(图形)
心理学
多样性(控制论)
感知
出版
专业发展
教育学
句号(音乐)
教师发展
教师入职培训
出版
数学教育
社会学
物理
神经科学
人工智能
计算机科学
政治学
声学
法学
广告
业务
出处
期刊:Teachers College Record
[Crossref Test]
日期:2006-10-01
卷期号:108 (10): 2021-2052
被引量:142
标识
DOI:10.1111/j.1467-9620.2006.00773.x
摘要
Drawing upon empirical research, the article explores the ways in which a cohort of novice teachers learned and developed over a 2-year period. It examines the interplay of personal and contextual influences on teachers’ development over time and on the (transformation of their professional identities. A combination of methods for data collection was used. Findings suggested that novices felt overwhelmed by the amount and variety of duties that they were expected to perform at school. This, along with the lack of support and guidance, forced them into “learning while doing.” Most teachers developed according to a narrow and individual perspective, which was accompanied by a shift from a more inductive and student-centered approach to a more traditional one. However, some teachers seem to have developed in positive ways over time. Personal biographies associated with perceptions of school culture and leadership help to explain both similarities and differences among teachers. Implications of the findings for teacher education and induction are discussed.
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