Open Access. Powered by Scholars. Published by Universities.®
Teacher Education and Professional Development Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Teacher Education and Professional Development
Teacher Identity Construction In A Tesol Graduate Certificate Of Education In Western Australia, Arman Abednia
Teacher Identity Construction In A Tesol Graduate Certificate Of Education In Western Australia, Arman Abednia
Theses: Doctorates and Masters
This research project explored the potential of a second language teacher education course for fostering teacher identity negotiation. It was found that classroom conversations provided a rich space for teacher identity negotiation; however, no substantial changes were observed in most aspects of their identities during the course, except for a growth in a few teachers’ selfconfidence. The implications are that conducting teacher education in an interactive manner is highly beneficial, but deeper engagement with practice of teaching is recommended. These insights should facilitate positive outcomes for teacher education programs.
The Outcomes Of New Teachers Being Reflective, John Whittington Seddon
The Outcomes Of New Teachers Being Reflective, John Whittington Seddon
Theses: Doctorates and Masters
New university teachers are typically advancing scholars who have recently commenced academic teaching duties. Referred to as neophytes in this study, these teachers are usually early career academics, postgraduate students or sessional lecturers who begin teaching with little more training than attendance at short professional development courses or seminars. Their teaching and learning theories are generally naive and their practice is often limited. In view of the already substantiated connections that have been found between teachers’ conceptions of teaching (COTs) and their practical approaches to teaching, the COTs held by neophytes are of consequence, as they are usually indicative of …