A Trajectory of Teacher Development in Early and Mid-Career

Autor/inn/en	Brunetti, Gerald J.; Marston, Susan H.
Titel	A Trajectory of Teacher Development in Early and Mid-Career
Quelle	In: Teachers and Teaching: Theory and Practice, 24 (2018) 8, S.874-892 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2018.1490260
Schlagwörter	Faculty Development; Beginning Teachers; Teaching Experience; Elementary School Teachers; Middle School Teachers; Professional Identity; Teacher Characteristics; Teacher Collaboration; Teacher Student Relationship; Professional Continuing Education; Teacher Leadership; Family Work Relationship; Self Efficacy + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerkooperation; Teacher student relationships; Lehrer-Schüler-Beziehung; Berufsfeldbezogener Unterricht; Weiterbildung; Lehrerfunktionsstelle; Self-efficacy; Selbstwirksamkeit
Abstract	Scholars in recent years have studied the professional development of teachers, identifying stages or phases that teachers characteristically experience during their careers. Little research, however, has focused specifically on the professional development of teachers during early and mid-career (years 1-10), which is the aim of the present study. An understanding of such development is important for school administrators and teacher educators if they are to respond effectively to teachers' professional needs and help them achieve their full potential as practitioners. Our study is based on interviews we conducted with 53 teachers who had graduated from a particular 5-year teacher education programme in western United States over a 10-year period. They taught students ages 5 through 13. Through analysis of the interviews, we identified six themes that, we argue, reveal a trajectory of professional development teachers experience as they become increasingly able practitioners. We explain how the themes are related to the concepts of "teacher identity" and "teacher agency," and we suggest ways that administrators, inservice teacher educators, and policymakers can better support teachers during their early and mid-careers. The study adds a new dimension--that of a multifaceted trajectory--to current theory on teacher development. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01