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Professional Literature Summary Asking Questions as a Key Strategy in Guiding a Novice Teacher: A Self-Study Bib. Information Olsher, G. g., & Kantor, I. (2012). Asking Questions as a Key (APA Formatting): Strategy in Guiding a Novice Teacher: A self-study. Studying Teacher Education: Journal Of Self-Study Of Teacher Education Practices, 8(2), 157-168. doi:10.1080/17425964.2012.692988 Author(s) Affi
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  Professional Literature Summary Asking Questions as a Key Strategy in Guiding a Novice Teacher: A Self-StudyBib. nfor!ation A#A $or!atting%: Olsher, G. g., & Kantor, I. (2012). Asking Questions as a Key Strategy in Guiding a o!i e #ea her$ A sel%study. Studying Teacher Education: Journal Of Self-Study Of Teacher Education Practices , 8 (2), 1'1*. doi$10.10*0+12'-.2012.-2-** Author s% Affiliation: Gila Olsher is a ro%essor at /o%et Institute & eiterl ollege, Israel. Itayanny Kantor is a s ien e tea her at Sharet 3unior 4igh S hool, K%arSa5a, Israel Ty&e of 'esource: Scholarly (Trade()ther% S holarly arti le that resents a resear h study Su!!ary of essentialinfor!ation: ã  #his is a sel%study that e6lores the instru tion o% a no!i e tea her 5y an e6ert 7entor as the 7entor alies the strategy o% asking 8uestions instead o% gi!ing ad!i e and guidan e in the %or7 o% telling. ã  #he strategy o% asking 8uestions led to riti al re9e tion anda hange in the aradig7 o% the no!i e and e6ert tea her relationshi. ã  #he no!i e tea her:s 8uestions or his ro%essional thinking hanged %ro7 ; a focus content-related or technical questions that arose during his classroom teaching to focus on pedagogical issue and his professional identity  < (.1=). ã  #he relationshi 5et>een no!i e and e6ert tea her e!ol!edinto a relationshi 5et>een ; olleagues< >ho >ould tea h and learn together. ã  #he re9e ti!e, non?udg7ental, dialogue 5et>een no!i e and e6ert tea hers strengthened the no!i e tea her:s sel% on@den e and ro%essional identity. “…a deep incisi!e and critical !ie of himself as a teacher and helped to moti!e him to disco!er his o n truths and teaching style < (.1) ã  #he dialogues also led to re%ra7e the e6ert tea her:s 7entoring style. ã ; Pitton #elie!es that mentors should resist this temptation and instead encourage no!ices to de!elop their o n teaching styles $%&&'( < (.1').  #otential relevance toyour research to&ic and study: ã  #his study e6a7ined the edu ational otential e75edded in the 8uestionasking strategy as a key 7entoring resour es %or the ro%essional de!elo7ent o% 5oth 7entor and no!i e tea her. ã  #he no!i e tea her e6erien ed un ertainty a5out tea hing the su5?e t 7atter and hoosing aroriate 7ethods. (.1=) ã  #hrough re9e ti!e dialogue, the 7entor learned that eli iting ositi!e student %eed5a k a5out his tea hing is i7ortant to no!i e tea her. (.1=) ã ; The )inds of pedagogical and professional identity questions force no!ices to gro as they #egin to articulate the challenges they are meeting and struggle to *nd their o n ans ers < (.1=).  Professional Literature Summary Template *evelo&!ent of teacher+s &rofessional identities: $ro! &re-service to their first year as novice teachers,Bib. nfor!ation A#A $or!atting%: hong, S. s. (2011). e!elo7ent o% tea hers ro%essional identities$ Bro7 reser!i e to their @rst year as no!i e tea hers. +E, Journal Of Educational Policy  , 8 (2), 21-2==. Author s% Affiliation:National nstitute of ducation Singa&ore Ty&e of 'esource: Scholarly (Trade()ther%Scholarly article that &resents a longitudinal research studySu!!ary of essentialinfor!ation: ã  Sense o% identity and their 7ission as a tea her deter7ine student tea her:s er etion o% tea hing and their ro%essional de!elo7ent. ã  ;ei?aard, /ei?er, & Cerloo (200) on luded that de!eloing a tea her:s ro%essional identity is a ontinuous ro ess o% ersonal and onte6tual interretation and reinterretation. It is not a single ele7ent, 5ut onsists o% 7ultile su5identities. #his results %ro7 the onstru tion ro esses that tea hers use to 7ake sense o% seeing the7sel!es as tea hers< (. 220). ã   #his study is 5ased on longitudinal data o5tained %ro7 the initial tea her edu ation rogra7 3uly 200' ohorts o% the 1 year DostgraduateinEdu ation (DGE) rogra7 oFered at the ational Institute o% Edu ation in Singaore. ã   #he study e6a7ines tea hers attitudes to>ard tea hing and their understanding o% tea hing at = ti7e oints  entry into their initial rearation rogra7, rogra7 e6it, and a%ter their @rst year as no!i e tea hers. ã  ;Dro%ession identity is o%ten interreted in ter7s o% indi!iduals: er etions o% the7sel!es as a tea her and as the tea her they >ish to 5e o7e< (.221). ã  Dro%essional identity is not stati , 5ut is ulturally and onte6tually deendent. ã  Ba tors that shae sense o% sel% as a tea her$ (a) ersonal orso ial e6erien e that led to enter tea hing (5) their o>n e6erien e in s hools and >ith tea hers ( ) intera tions >ithtea hers ã  Dro%essional Identity$ (1) o7le6 (2) a ulturally5ased  ro ess that o urs >ithin a se i@ onte6t, ti7e, and la e ã  ;onte6tual e6erien es >ith others in the tea hing ro%ession and the re ognition 5y the o77unity as ha!ing the ne essary tea hing ro%essional 8ualities and disositions (aniele>i H, 2001)< (.22=). ã  e uyter and onroy (2002) ;so ially onstru ted identity<  ;tea hers: lo ations >ithin so ial sa e ro!ide a %ra7e>ork 5y >hi h to identi%y the eFe ts on identity< (.22=). ã  ;#he intera tion 5et>een onstru ts o% tea her as a erson and as a ro%essional< (.22). ã   #he results sho>ed that there >ere so7e signi@ ant hanges 5et>een the three ti7e oints. #otential relevance toyour research to&ic and study: ã This study reveals the co!&le/ities of first year novice teachers+ e!erging sense of the &rofession. ã 01any first-year teachers are likely to be in the first stage of the three stages of concern survival2 &.334%. ã The findings of the study sho5ed that the develo&!ent of teachers+  &rofessional identity changes. ã 0A strong sense of &ersonal and &rofessional identity 5ill strengthen novice teachers+ understanding of the de!ands and nature of the teaching role2 &.367%.
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