Development of Greek-Cypriot Teachers' Professional Identities: Is There a "Sense" of Growth?

Autor/in	Karagiorgi, Yiasemina
Titel	Development of Greek-Cypriot Teachers' Professional Identities: Is There a "Sense" of Growth?
Quelle	In: Professional Development in Education, 38 (2012) 1, S.79-93 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2011.577185
Schlagwörter	Foreign Countries; Professional Identity; Elementary Education; Elementary School Teachers; Teacher Attitudes; Interviews; Professional Development; Teaching (Occupation); Collegiality; Teacher Improvement; Teacher Responsibility; Seminars; Staff Meetings; Classroom Observation Techniques; Teaching Experience; Teaching Styles; Phenomenology; Cyprus + Suchen Sie Ihr Suchwort? Ausland; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Interviewing; Interviewtechnik; Teaching; Lehrberuf; Kollegialität; Lehrverpflichtung; Seminar; Pädagogische Konferenz; Lehrstil; Unterrichtsstil; Phenomenological psychology; Phänomenologie; Psychologie; Zypern
Abstract	In an effort to explore Greek-Cypriot teachers' development of professional identities, the current study reveals the ways in which seven teachers in one primary school in Cyprus perceive themselves as agents improving their teaching and growing as professionals. In-depth interviews indicate that teachers' conceptions of good teaching reflect a focus on results rather than processes while respondents perceive of their professional growth throughout the years as minimal. Teachers further demonstrate unsophisticated understandings of their own professional development, shifting the emphasis to seminars and underlining the system's--rather than their own--responsibility for development. Interestingly, respondents acknowledge the value of informal collegial exchange of views, naturally emerging in school settings. In this regard, building system-wide capacity for good teaching through opportunities for shared learning in schools along with enhanced teacher responsibilization for professional development are further discussed. (Contains 1 table and 1 figure.) (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