Becoming an Authentic Community College Teacher

Autor/in	Cranton, Patricia
Titel	Becoming an Authentic Community College Teacher
Quelle	In: International Journal of Adult Vocational Education and Technology, 1 (2010) 3, S.1-13, Artikel 1 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8607
DOI	10.4018/javet.2010070101
Schlagwörter	College Faculty; Community Colleges; Vocational Education; Adult Education; Self Esteem; School Policy; Educational Practices; Curriculum; Teacher Education Programs; Faculty Development; Foreign Countries; Inquiry; Interviews; Personal Narratives; Canada + Suchen Sie Ihr Suchwort? Fakultät; Community college; Community College; Ausbildung; Berufsbildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Self-esteem; Selbstaufmerksamkeit; Schulpolitik; Bildungspraxis; Curricula; Lehrplan; Rahmenplan; Ausland; Interviewing; Interviewtechnik; Erlebniserzählung; Kanada
Abstract	In this paper, a study of how adult vocational educators develop authenticity in their teaching within a Canadian community college context is presented. Six participants from different disciplines, five of whom were relatively new teachers, and one of whom had considerable experience, were interviewed three times over two years. With the assistance of the participants, narratives were constructed for each educator. Three categories of issues--personal issues (such as confidence), college system issues (policies and procedures), and educational system issues (government mandated curriculum)--were identified as influencing the development of authenticity. Implications for teacher preparation and professional development within the college environment are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04