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| Autor/in | Novotny, Petr |
|---|---|
| Titel | Innovation in the Work of a Teacher |
| Quelle | (2004), (7 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Instructional Innovation; Women Faculty; Elementary School Teachers; Secondary School Teachers; School Culture; Context Effect; Teacher Attitudes; Interviews; Case Studies |
| Abstract | Innovations in the work of a teacher can be interpreted on three levels that at the same time stand for three possible perspectives of viewing innovations (after Blenkin, Edwards and Kelly, 1993, House, 1981). On the personality level our thinking directs to the perspective that is usually designated as biographic. On the level and perspective of technology our attention turns to the method of work in the class. Finally, on the cultural level we turn to the positioning of the teacher's effort into the context of values and standards of both the school and its broader environment. It is especially the last mentioned level we would like to concentrate on in this paper. To illustrate how innovative teachers perceive the cultural level, extracts from three case studies were chosen from material gathered within the research project Teachers and innovations. These are case studies of women teachers. Criteria for the selection of cases were described earlier (Novotny, 2003); for the purpose of this paper the cases were selected in such a way that they show variability of the problem. The main research method was a semi-structured interview, recorded by a Dictaphone to be written down and analysed at a later date. The collected material is presented in a greatly abridged form; therefore a prevailing part of assertions about the informants is not substantiated with quotes. The conclusions from the case studies may rather be derived at the hypothetic level than in the form of final conclusions. We can see from the case studies that although the informants do not lack certain ambitions to spread innovations at their schools (as well as out of them), at their schools they only push themselves through with difficulties. There are occasional problems occurring in communication with the other teachers based on a discrepancy of values. The informants are also doubtful about the ways of managing the school, and share a feeling of lack of appreciation of their work by their colleagues and superiors alike. On the strength of findings from the previous phases of research it is possible to state that these problems are largely typical for innovative teachers in general. Case study details are appended. (Author). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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