Teachers' Sense of Self amid Adaptation to Educational Reform

Autor/inn/en	van den Berg, G.; Schulze, S.
Titel	Teachers' Sense of Self amid Adaptation to Educational Reform
Quelle	In: Africa Education Review, 11 (2014) 1, S.59-76 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2013.853567
Schlagwörter	Foreign Countries; Teacher Attitudes; Self Concept; Adoption (Ideas); Educational Change; Personal Narratives; Graduate Study; Teacher Education Programs; Interviews; Data Analysis; Expertise; Professional Identity; Educational Policy; Lifelong Learning; Reflective Teaching; Prior Learning; Instructional Innovation; Teaching Methods; Educational Environment; Adjustment (to Environment); Educational Background; South Africa + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Selbstkonzept; Ideas; Ideenfindung; Bildungsreform; Erlebniserzählung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Interviewing; Interviewtechnik; Auswertung; Expert appraisal; Politics of education; Bildungspolitik; Life-long learning; Lebenslanges Lernen; Vorkenntnisse; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Vorbildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Education has been subject to a process of continuous educational reforms. The aim of this study was to explore teachers' abilities to adapt to these reforms and to find out how this process of continual reform related to their identities as teachers. The study used a narrative research approach. The data for this research were based on the narratives of practising teachers registered for a postgraduate teacher education programme, and on interviews. Since change was a key concept, the theory of adaptive expertise was used to interpret the data. The study proposed a conceptual model that explained the relationship between teaching and the learning context, adaptive expertise and teacher identity in an ever-changing educational environment. The research pointed to some of the implications of a lack of consultation with teachers in the formulation of new policies, and recommended interventions with a view to developing adaptive expertise. (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	2020/1/01