Teachers' Lives in Context: A Framework for Understanding Barriers to High-Quality Teaching within Resource Deprived Settings

Autor/inn/en	Schwartz, Kate; Cappella, Elise; Aber, J. Lawrence
Titel	Teachers' Lives in Context: A Framework for Understanding Barriers to High-Quality Teaching within Resource Deprived Settings
Quelle	In: Journal of Research on Educational Effectiveness, 12 (2019) 1, S.160-190 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2018.1502385
Schlagwörter	Disadvantaged Schools; Barriers; Teacher Effectiveness; Teacher Characteristics; Experience; Faculty Mobility; Teacher Attendance; Pedagogical Content Knowledge; Teacher Attitudes; Developing Nations; Poverty; Health; Context Effect; Foreign Countries + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Erfahrung; Pädagogische Kompetenz; Lehrerverhalten; Developing country; Developing countries; Entwicklungsland; Armut; Gesundheit; Ausland
Abstract	There is a profound for more effective schools, especially within resource-poor communities in low- and middle-income countries. A wide range of literature identifies teachers as the most critical component of schools in regards to student learning. Despite this, there is a dearth of literature on how teachers' experiences influence their ability to attend school, remain in the teaching profession, and provide high quality teaching within the classroom. This study presents a theoretical framework for understanding the role of teachers' lives in context (skills, knowledge, and attitudes; poverty and health; contextual supports/barriers to teaching) in influencing teacher effectiveness. This framework builds upon Tseng and Seidman's (2007) systems framework for understanding youth social settings in order to incorporate teachers' lives into a larger model of educational effectiveness. This synthesis reveals significant gaps in our understanding of teachers' experiences and how they affect teaching. At the teacher attendance, attrition, and pedagogical quality and a key moderator of educational interventions. Implications for research, practice, and policy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01