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Full-Text Articles in Education
How Teachers Find Meaning In Their Work And Effects On Their Pedagogical Practice, Kristina Turner, Monica Thielking
How Teachers Find Meaning In Their Work And Effects On Their Pedagogical Practice, Kristina Turner, Monica Thielking
Australian Journal of Teacher Education
This study addresses a gap in current literature by applying a qualitative phenomenological approach to understand how teachers with a calling orientation perceive meaning in their work. A calling orientation has been defined by Wrzesniewski, et al. (1997) as a commitment to one’s work as it contributes to the greater good and makes the world a better place. Individuals’ perception of participation in meaningful work has been closely linked to subjective wellbeing. The current study revealed that teachers’ reported that they found meaning in their work through having an impact on their students’ lives and through positive relationships with students …
Anecdotes, Experience, And ‘Learning By Osmosis’: The Role Of Professional Cultures In Preparing Teachers For Parent-School Engagement, Sue Saltmarsh, Amy K. Mcpherson, Sayan Chakrabarty, Stephen Winn, David Saltmarsh
Anecdotes, Experience, And ‘Learning By Osmosis’: The Role Of Professional Cultures In Preparing Teachers For Parent-School Engagement, Sue Saltmarsh, Amy K. Mcpherson, Sayan Chakrabarty, Stephen Winn, David Saltmarsh
Australian Journal of Teacher Education
Initial teacher education and experiences of the professional cultures of teaching contribute to teachers’ understandings about how to engage with parents. Drawing on qualitative research data, and informed by Michel de Certeau’s theory of culture and everyday life, this paper explores how everyday beliefs and professional practices that shape relationships between teachers and parents can remain relatively stable despite changing expectations of policy-makers and communities. The paper argues that equipping pre-service, beginning and experienced teachers and school leaders with research-based understandings about these cultural dynamics is crucial to informing professional practices that support meaningful and effective parent-school engagement.
Participation Of Children With Disabilities In School: A Realist Systematic Review Of Psychosocial And Environmental Factors, Donald Maciver, Marion Rutherford, Stella Arakelyan, Jessica M. Kramer, Janet Richmond, Liliya Todorova, Dulce Romero-Ayuso, Hiromi Nakamura-Thomas, Marjon Ten Velden, Ian Finlayson, Anne O’Hare, Kirsty Forsyth
Participation Of Children With Disabilities In School: A Realist Systematic Review Of Psychosocial And Environmental Factors, Donald Maciver, Marion Rutherford, Stella Arakelyan, Jessica M. Kramer, Janet Richmond, Liliya Todorova, Dulce Romero-Ayuso, Hiromi Nakamura-Thomas, Marjon Ten Velden, Ian Finlayson, Anne O’Hare, Kirsty Forsyth
Research outputs 2014 to 2021
Background In order to make informed decisions about how best to support children and young people with disabilities, effective strategies that facilitate active and meaningful participation in school are required. Clinical factors, diagnosis or impairments somewhat helpful in determining what should be provided in interventions. However, clinical factors alone will not offer a clear view of how to support participation. It is helpful then to look at wider psychosocial and environmental factors. The aim of this review was to synthesise evidence of psychosocial and environmental factors associated with school participation of 4–12 year old children with disabilities to inform the …
“I Feel Very Fortunate To Still Be Doing What I Love”: Later Career Performing Arts Teachers Still Keen And Committed, Christina Gray, Geoffrey Lowe, Peter Prout, Sarah Jefferson
“I Feel Very Fortunate To Still Be Doing What I Love”: Later Career Performing Arts Teachers Still Keen And Committed, Christina Gray, Geoffrey Lowe, Peter Prout, Sarah Jefferson
Research outputs 2014 to 2021
The problem of attrition among early-career teachers has generated a substantial body of research. However, less research has been devoted to later-career teachers who survive and thrive. This article explores the career experiences of four later-career performing arts teachers who remain keen and committed to teaching. Informed by seminal studies by Huberman (1989, 1993) and Day and Gu (2007, 2009) into teacher career trajectories, and using a phenomenological ‘lens’ of portraiture methodology, members of the research team undertook a series of in-depth interviews to gain insight into how these teachers maintain their positivity and commitment to teaching. Four key themes …