Sameness Drives Me Up a Wall.

Autor/in	Dillon-Peterson, Elizabeth
Titel	Sameness Drives Me Up a Wall.
Quelle	(1982), (13 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Beginning Teachers; Elementary Secondary Education; Inservice Teacher Education; Role Models; Self Esteem; Teacher Attitudes; Teacher Burnout; Teacher Effectiveness; Teacher Morale; Teacher Orientation; Teacher Persistence; Teacher Supervision + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerfortbildung; Identifikationsfigur; Self-esteem; Selbstaufmerksamkeit; Lehrerverhalten; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Morale; Lehrende; Moral; Orientation; Orientierung
Abstract	Research has shown that the induction period is the most crucial time of a teacher's career. Characteristics of teachers who demonstrate an open, lively, and continuous desire to learn are quite different from those of teachers who remain static after their beginning years. In interviews, four experienced teachers were asked about initial training, motivation, and induction as teachers. They were chosen as interview subjects because they were self confident and possessed high energy levels. Each teacher represented different age groups: twenties, thirties, forties, and fifties and sixties. The interviews gathered pertinent background information which revealed differences in the teachers' orientation experiences. Differences in teachers' attitudes were also apparent in the teachers' perceptions of their colleagues and in their evaluations of themselves. Characteristics common to all four teachers were deep commitment, genuine caring, and the goal to become better teachers and to learn more. It is concluded that significant improvement in teacher education could occur if preservice teachers were exposed to positive, dedicated, somewhat selfless role models and that beginning teachers should be treated as respected colleagues whose contributions are worth serious acknowledgement. (FG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01