Classroom Community and Possible Selves: Implications for Midcareer Teacher Seminars

Autor/in	Holbert, Romena M. Garrett
Titel	Classroom Community and Possible Selves: Implications for Midcareer Teacher Seminars
Quelle	In: Teachers and Teaching: Theory and Practice, 21 (2015) 1, S.44-60 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2014.928124
Schlagwörter	Inservice Teacher Education; Seminars; Experienced Teachers; Graduate Students; Qualitative Research; Community; Classroom Environment; Self Concept; Masters Programs; Classroom Techniques; Instructional Effectiveness; Reflective Teaching; Teacher Burnout; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Seminar; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Qualitative Forschung; Klassenklima; Unterrichtsklima; Selbstkonzept; Magister course; Magisterstudiengang; Klassenführung; Unterrichtserfolg; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung
Abstract	Much research examines professional learning for pre-service and beginning teachers. However, in midcareer, teaching satisfaction and effectiveness are challenged by decreased recognition and support and increasing stressors including isolation, accountability demands, mentorship roles, and personal/family responsibilities. Often, midcareer teachers (MTs) pursue graduate degrees to advance skills, licenses held, and achieve recognition. This qualitative exploratory study examined classroom community (CC) development across three graduate seminars for MTs. Increased CC was connected to course structures and instructor actions which supported teachers' reflection upon practice and envisioning of possible selves. Personal/family selves, teaching selves, and academic selves emerged. The model developed connects CC, motivators, and enacted classroom practices to each set of possible selves. Findings suggest increased attention to campus-based graduate seminars as avenues for the development of trust, open dialog, reflection, strategy building, and improved classroom practice among MTs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10