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Articles 1 - 12 of 12
Full-Text Articles in Education
Five Secondary Teachers’ Developing Identities As Teachers Of Digital Writing, Brad Jacobson
Five Secondary Teachers’ Developing Identities As Teachers Of Digital Writing, Brad Jacobson
Teaching/Writing: The Journal of Writing Teacher Education
The negotiation of teacher identity has been identified as a particular challenge for literacy teachers in the context of technological change and expanding beliefs about writing. This research project uses “identity” as an analytic tool to understand five secondary teachers’ development as teachers of digital writing. Following similar research on teacher development and identity (Lee, 2013), this study examines teacher identity in relation to discourse (how teachers talk about themselves) and practice (how they perform their identities in their work), with attention to how identification is influenced by and through social and cultural factors. Findings show that these teachers’ embrace …
The Path To Self-Authorship: The Pre-Service Teacher-Writer, Shari L. Daniels Dr., Pamela Beck
The Path To Self-Authorship: The Pre-Service Teacher-Writer, Shari L. Daniels Dr., Pamela Beck
Literacy Practice and Research
This literature review examined the relationship between the development of a teacher who writes (teacher-writer) and the phases of self-authorship, “the internal capacity to define one's beliefs, identity and social relations” (Baxter Magolda, 2001, p. 269). The narratives of three teacher-writer-authors show a correlation to Magolda’s self-authorship phases. The purpose of this examination was to explore the question: How might a writing support teachers in personally and professionally? Research suggests new teachers are unprepared for today’s classrooms. Could this unpreparedness may be related to a lack of self-authorship? Might a consistent writing practice propel teachers through the phases of self-authorship …
Connecting Our Pedagogical Questions And Goals: An Exercise For Writing Teacher Development, Jessica Rivera-Mueller
Connecting Our Pedagogical Questions And Goals: An Exercise For Writing Teacher Development, Jessica Rivera-Mueller
Teaching/Writing: The Journal of Writing Teacher Education
In this article, the author argues writing teachers can more fully inquire into their questions about teaching writing by paying closer attention to the ways their goals for teacher development shape their engagement in pedagogical inquiry. To explain these connections and illustrate these possibilities, the author shares findings from a narrative-inquiry study that examined the development of pedagogical inquiry in the lives of four teachers of writing. Using the participating teachers’ shared goals for teacher development, the author demonstrates how writing teachers can reflect upon the development of pedagogical inquiry, stretch themselves to practice other aspects of pedagogical inquiry, and …
The Value Of Conflict And Disagreement In Democratic Teacher Education, Kiel F. Harell
The Value Of Conflict And Disagreement In Democratic Teacher Education, Kiel F. Harell
Democracy and Education
Deliberative democracy surfaces disagreements so that people holding conflicting stances understand each other’s reasons for the purpose of decision-making. Democratic education approaches should provide students with the opportunity to learn and practice how to address conflict in the collective decision-making process. In this paper, I examine the Foxfire Course for Teachers, a professional development retreat in which teachers learn to practice democratic teaching by themselves experiencing democratic decision-making. In particular, a series of disagreements among course participants is analyzed in detail to understand the learning that resulted and the conditions that supported that learning. As a result of this experiential …
Four College-Level Writing Assignments: Text Complexity, Close Reading, And The Five-Paragraph Essay, Elizabeth Brockman, Marcy Taylor
Four College-Level Writing Assignments: Text Complexity, Close Reading, And The Five-Paragraph Essay, Elizabeth Brockman, Marcy Taylor
Teaching/Writing: The Journal of Writing Teacher Education
No abstract provided.
In Search Of Relevance And Sustainability Of Educational Change : An International Conference At Aga Khan University Institute For Educational Development, Aga Khan University, Institute For Educational Development
In Search Of Relevance And Sustainability Of Educational Change : An International Conference At Aga Khan University Institute For Educational Development, Aga Khan University, Institute For Educational Development
Books
No abstract provided.
Turkish And Lithuanian Efl Instructors' Professional Development Experiences: Worth The Effort, Or Waste Of Time?, Servet Celik, Nemira Mačianskienė, Kübra Aytin
Turkish And Lithuanian Efl Instructors' Professional Development Experiences: Worth The Effort, Or Waste Of Time?, Servet Celik, Nemira Mačianskienė, Kübra Aytin
Servet Celik
Effective EFL instructors must have a good command of English, as well as sound pedagogical knowledge and adequate communication and classroom management skills. Professional development has been indicated as significant in developing these attributes. This comparative study was designed to analyze the viewpoints of EFL professionals working in Turkey and Lithuania using a scalar survey. The results revealed that Turkish instructors found their professional development experiences to be largely irrelevant, while the Lithuanian instructors perceived professional development as beneficial. In both groups, obstacles such as financial concerns and heavy teaching loads impaired the participants’ ability to grow professionally. The findings …
Exploring Identity-Based Challenges To English Teachers’ Professional Growth, Heather C. Camp
Exploring Identity-Based Challenges To English Teachers’ Professional Growth, Heather C. Camp
Teaching/Writing: The Journal of Writing Teacher Education
This study explores identity-based challenges that can hinder secondary English teachers enrolled in Master’s degree programs from experiencing professional growth. It illustrates how identity conflicts can prevent teachers from integrating a disciplinary identity into their professional sense-of-self, thereby limiting the benefits they might gain from graduate coursework. In particular, the study suggests that dissonance between discourse norms and values, concerns about community allegiances, and assumptions about language, difficulty, and power can impede teachers from appropriating disciplinary discourse and hinder them from combining it with more familiar discourses that circulate in schools and shape teachers’ identities.
Building Capacity Of Teacher Educators To Implement Action Research : Feasibility Of A Local Model, Nahid Parween Anwar
Building Capacity Of Teacher Educators To Implement Action Research : Feasibility Of A Local Model, Nahid Parween Anwar
Institute for Educational Development, Karachi
In the area of in-service professional development programmes, action research is considered to be a tool for generating practical knowledge and bringing improvement in practices. Teacher could use action research as a process for professional learning, and to improve classroom practices, where students could be one of the beneficiaries. However, the task is challenging in a developing country like Pakistan, where the concept of classroom research is not well recognized. Therefore, responding to the demands of the changing world and knowing the significance of action research, AKU-IED had offered Action Research course to two cohort of participant under Strengthening Teacher …
Autonomy And School Success: A Case Study From Pakistan, Muhammad Babur, Qamar Safdar
Autonomy And School Success: A Case Study From Pakistan, Muhammad Babur, Qamar Safdar
Institute for Educational Development, Karachi
This paper reports on a case investigated as a part of several case studies conducted under ANTRIEP (Asian Network of Research and Training Institute for Educational Planning) in seven different countries. (India, Pakistan, Malaysia, Sri Lanka, Philippines, Nepal and Bangladesh) to look into the management of successful schools. Three cases studies were conducted in three different school systems in Pakistan: public school, private school and AKES (Aga Khan Education Services) managed schools. In this paper the case study of public and cross case analysis based on the findings of the three schools is reported. The findings reveal that school autonomy, …
Action Research For Female Science Teacher Development: Case Pakistan, Harcharan Pardhan
Action Research For Female Science Teacher Development: Case Pakistan, Harcharan Pardhan
Institute for Educational Development, Karachi
No abstract provided.
Reflection On School Visit, Qamar Safdar
Reflection On School Visit, Qamar Safdar
Institute for Educational Development, Karachi
No abstract provided.