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Tesi sul tema "Careers teacher"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 1 febbraio 2022

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1

Young, Leslie. "Veteran K-6 Public School Teachers: Remaining Committed and Staying Engaged in Their Careers." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/141.

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This phenomenological qualitative study involved 15 veteran K-6 public school teachers – each having taught a minimum of 24 years - from several districts in Southern California. It identified and examined what factors influenced the ongoing commitment and engagement of these teachers over the course of their careers. Factors mirrored the study’s theoretical framework and included: 1) the teacher’s challenges, 2) the teacher’s personal characteristics or attributes, and 3) the teacher’s professional life phases. A majority of the teachers interviewed spoke to the escalation of the environmenta

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2

Sugden, Richard. "Turning to teaching : the commitment of teachers with previous careers in times of teacher work intensification." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/10598/.

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In the last twenty five years, primary schools in England have been the subject of widespread, well-documented reform, with issues of intensification affecting the working lives of teachers. This, along with other pressures, has led to concerns over issues of teacher retention and recruitment. As a response, there has been a rise in Alternative Certification Programmes (ACPs) which offer flexible methods of entry into teaching, attracting those with previous work experience. These are the so-called second career teachers. Previous studies have proposed that their commitment to their new profes

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3

Chard, Rachel. "A study of current teacher professionals and their attitudes towards promotion and careers." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/a-study-of-current-teacher-professionals-and-their-attitudes-towards-promotion-and-careers(875ea50b-9761-4639-9251-3531dcf8b7b3).html.

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This study focuses on the career paths and career projections of teacher professionals who are at a stage in their professional roles where they have not embarked upon senior leadership positions in the schools in which they work. Often research has focused retrospectively on the career paths of those already in leadership posts rather than those who are expected to be aspiring to leadership, have discounted this option or are yet to make a decision. Increasing numbers of re-advertisements for headship posts indicates a lack of willing or suitable candidates applying. Changes to school staffin

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4

Hart, Shuniqua Michelle. "Rural Science Teachers' Intentions of Integrating STEM Career-Related Lessons." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5718.

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Researchers have shown rural elementary and middle-grade science teachers' inability to integrate STEM career-related lessons into their curricula despite engagement in professional development linked to the teachers' intent-driven beliefs. Researchers, however, have not investigated the influence of intentions on teachers' abilities to integrate STEM career-related lessons into science instruction. The purpose of this transcendental phenomenological study was to understand how intentions impacted rural elementary and middle-grade teachers' ability to integrate STEM career-related lessons duri

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5

Benn, Tansin. "Exploring experiences of a group of British Muslim women in initial teacher training and their early teaching careers." Thesis, Loughborough University, 1998. https://dspace.lboro.ac.uk/2134/6882.

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6

Evans, Jewel Lynn. "Factors Influencing African Americans To Select Teaching Careers In Vocational Education And Experiences That Relate To Their Progress In Vocational Teacher Licensure Programs." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30570.

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There is currently a shortage of African American vocational teachers. If the shortage is to be averted, vocational professionals must find ways to increase the number of African American teachers in vocational education (Arnold & Levesque, 1992; Martinez, 1991; Young, 1989). The purpose of this study was to identify the factors that influenced African Americans to become vocational teachers and to identify experiences related to their progress in vocational teacher licensure programs. Factors identified as influencing African Americans to select vocational teaching careers were linked wit

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7

Brimmer, Linda Ertrachter. "Careers in STEM Begin with Elementary Student Interest in Mathematics." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4272.

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I investigated why math capable students are not entering science, technology, engineering, and math (STEM) careers. To research the problem, I explored how highly effective elementary math teachers (HEMT) create student interest in mathematics using the self- efficacy (SE) theory and information and communication technology (ICT). The purpose of the study was to discover if teacher training and instructional strategies can influence student interest in mathematics to improve STEM career entry. The theoretical framework adopted for this study was the SE theory, and the 4-phase model of interes

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8

Chambers, Cynthia R. "Siblings of Individuals with Disabilities who Enter Careers in the Disability Field." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3853.

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Siblings of individuals with disabilities are a unique group in disability-related careers. This group of professionals has been minimally explored in research. The researcher utilized qualitative methodology to explore perceptions of siblings with respect to their career and familial experiences in the disability field. Findings indicated that siblings entered the field for various reasons. Siblings shared positive and negative experiences from the disability field from both family life and career involvement. Siblings also provided information about the impact of their career on the role as

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9

French, Judith. "Support of marginalized students in science: An examination of successful lesbian individuals in science career paths." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249396616.

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10

Bennet, C. "Art teachers' careers and career perceptions." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381777.

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11

Cabrera, Morgan Liza. "Action research: A proposal for training and titration in the careers of Initial and Primary Education of a private higher education institution in Lima." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/116958.

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The goal of this essay is to share the project proposal about the use of the action research approach in the degree completion award process for students in thePre-school and Primary Education specialization in a private higher education institution of Lima. This is done within the framework of the implementationprocess for the new curriculum plan initiated in 2013. In that sense, we highlightthe characteristics of this type of research that have been embodied in practice, theprocess followed for its application, as well as achievements, difficulties and theaspects that we still need to work o

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12

Dogbey, Godwin Yao. "Attitudes of Community College Developmental Students toward Mathematics and Their Perception of Mathematically Intensive Careers." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1273165763.

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13

Andrade, Danielle Muller de. "Caracterização dos professores de Educação Física que trabalham com esporte extraclasse: motivações, trajetórias, saberes e identidades." Universidade Federal de Pelotas, 2011. http://repositorio.ufpel.edu.br/handle/ri/1853.

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Made available in DSpace on 2014-08-20T13:49:18Z (GMT). No. of bitstreams: 1 DanielleAndrade .pdf: 702405 bytes, checksum: 5497672131b43e2c423740d23b9e9dd6 (MD5) Previous issue date: 2011-03-25<br>Although the current context of education depicts a scenario of disdain, disbelief and devaluation of the teaching profession, are in schools motivated and committed professionals, professionals who use resources, seek alternatives and engage with the same. These professionals often go unnoticed and appear to non exist in the public schools. To contribute to greater reflection on teacher motivat

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14

Halladay, Patrick. "Mid-career changers an investigation of non-traditional entrants into teaching /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. K-12 Education Administration, Dept. of Education Administration, 2008.<br>Title from PDF t.p. (viewed on July 8, 2009) Includes bibliographical references (p. 287-297). Also issued in print.

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15

Briggs, Jane E. "Perceptions of Career and Technical Education Teachers about Teacher Mentoring and Teacher Retention." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218574016.

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16

Corkery, Debra L. "Developmental practices for effective teacher evaluation /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962515.

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17

Lawton, Judy Erskine. "Reconceptualizing a Horizontal Career Line: A Study of Seven Experienced Urban English Teachers Approaching Career End." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1394730077.

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18

Pelletier, Christina L. "The Learning Communities of Exemplary Mid-Career Elementary General Music Teachers." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365004386.

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19

Buth, Kevin Ross. "Factors Associated with Teacher Preparedness and Career Satisfaction in First Year Teachers." Thesis, North Dakota State University, 2020. https://hdl.handle.net/10365/31820.

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The objective of this study is to determine the potential association between teaching state, subject taught, perceived preparation given by teacher preparedness programs, and perceived support from administration and colleagues, and overall happiness of teachers and their satisfaction with the university education program they attended. We use generalized Fisher’s exact tests, two-sample t-tests, linear regression, logistic regression to accomplish this objective. State and subject have very little effect on teacher satisfaction. Teacher support systems are associated with both the way a teac

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20

Caresio, Denise Ann Adler Susan A. "Teachers' perspectives of pedagogy in a learning community Critical Friends Group /." Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Education and Social Sciences Consortium. University of Missouri--Kansas City, 2005.<br>"A dissertation in education and social sciences consortium." Advisor: Susan A. Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 31, 2006. Includes bibliographical references (leaves 174-195 ). Online version of the print edition.

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21

Sclan, Eileen Mary. "The effect of perceived workplace conditions on beginning teachers' work commitment, career choice commitment, and planned retention /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396349.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Linda Darling-Hammond. Dissertation Committee: H Jane Rogers. Includes bibliographical references (leaves 170-184).

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22

Harris, Susan M. F. "Careers teachers and their teaching careers : a study of careers teachers, their routes into careers education and positions within schools." Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281121.

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23

Schmidt, Elena Stankova. "DETERMINANTS OF BEGINNING TEACHER CAREER OUTCOMES: WHO STAYS AND WHO LEAVES?" Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/444779.

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Urban Education<br>Ph.D.<br>Beginning teacher attrition is a problem that exacerbates the inequity of opportunities for all students, especially for those in schools that are already challenged by poverty. This study makes use of the Beginning Teacher Longitudinal Survey (covering the period between 2008 and 2012) and U.S. Census data to identify which teachers leave and to explain why. Beyond that, it also offers a look into the characteristics of those teachers who stay at the same school for five years. The empirical investigation is embedded in a conceptual framework that draws from motiva

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24

Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16074/.

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The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perc

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25

Fall, Anna-Maria. "Early Career Special Education Teachers in High-and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/30262.

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I used teacher data from the Study of Personnel Needs in Special Education (SPeNSE) to compare the characteristics, qualifications (e.g., credentials, preservice preparation, self-efficacy, and induction) and work conditions (e.g., school support, work manageability and induction support) of early career special education teachers in high- and low-poverty districts and the effects of these variables on teacher commitment. Organized as a set of thee articles, this research presents findings from a nationally representative sample of 935 early career special education teachers. Data analyses

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26

Lekome, Botsang Patricia. "Professional development of primary school educators through the developmental appraisal system." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09122008-152948/.

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27

Voris, Brenda C. "TEACHER EFFICACY, JOB SATISFACTION, AND ALTERNATIVE CERTIFICATION IN EARLY CAREER SPECIAL EDUCATION TEACHERS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/159.

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The number of special education students continues to rise, creating the need for additional special education teachers. Alternative certification programs have dealt with the special education teacher shortage, but not the question of teacher quality. Most teachers entering classrooms from alternative certification programs have little or no formal education in methodology or behavior management, but have commensurate responsibilities as their more experienced colleagues. The intent of this quantitative study was to examine 222 special education teachers’ sense of self-efficacy and job satisf

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28

Madden, Brooke. "(Un)Becoming teacher of school-based Aboriginal education : early career teachers, teacher identity, and Aboriginal education across institutions." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59260.

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This research explores the experiences and perceptions of nine Aboriginal and ally early career teachers (1-5 years experience) who have completed university coursework and/or extended professional development on the topic of Aboriginal education. The inquiry places focus on how targeted teacher education, and transitions into educational work settings, shape teacher identity and practice. Over an eight-month period, teachers participated in a series of three or four individual, semi-structured interviews on topics related to professional identity and engagement in Aboriginal education across

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29

Ekron, Christelle. "Learning to teach : communication skills in teacher education." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96988.

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Thesis (PhD)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: This study investigates the development of the classroom communication behaviours of Foundation Phase student teachers over the course of a B Ed degree programme at a South African university. It challenges the premise of conventional wisdom that classroom communication behaviours will develop through regular exposure to situated learning experiences. Whilst acknowledging that learning to teach is a long and challenging process of which the precise nature is seldom clear-cut and distinct, this study claims to make a humble contr

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30

Bendixen-Noe, Mary Kay. "Teacher career development concern stages of traditional-aged and nontraditional-aged beginning secondary teachers /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034176792.

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31

Ketron, Shannon M. "An Examination of Career Persistence Among Special Education Teachers in Cross-Categorical Settings." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179495310.

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32

Park, Guen K. "A Study of Korean Kindergarten Teachers' Concerns." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277702/.

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The problem of this study was to identify some concerns of Korean kindergarten teachers at different points in their careers, based on the conceptual framework of Katz's (1972, 1977, 1985) theory of preschool teacher development. This study also described the variations in these concerns on the basis of some teacher characteristics including teaching experience, certification, educational background, inservice training, and teaching assignment. The subjects for this study were 174 volunteers who were Korean kindergarten teachers in Seoul, Korea. The concerns of the teachers were expressed thro

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33

Knobloch, Neil A. "Exploration of Effects Caused by the First Ten Weeks of the School Year on Teacher Efficacy of Student and Beginning Teachers in Ohio Agricultural Education." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1025577870.

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34

Anderson, Lauren Marie. "Opportunities to teach, grow and transform exploring relationships among school conditions, teachers' social networks and teachers' careers /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835126231&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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35

Blackburn, John Joseph. "AN ASSESSMENT OF TEACHER SELF-EFFICACY AND JOB SATISFACTION OF EARLY CAREER KENTUCKY AGRICULTURE TEACHERS." UKnowledge, 2007. http://uknowledge.uky.edu/gradschool_theses/473.

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The United States is currently facing a shortage of qualified teachers; specifically, agricultural education has recorded shortages for several years. Many agriculture teachers will leave the profession well before retirement. Those teachers who leave the profession are often dissatisfied with their chosen career and exhibit low levels of teacher self-efficacy and job satisfaction. The purpose of this census study was to describe the current level of teacher self-efficacy and job satisfaction among all early career Kentucky agriculture teachers (N = 80). The study also sought to determine if a

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36

Wada, Tazuru. "TEACHER CHANGE: A CASE STUDY OF THE EVOLUTION OF LANGUAGE." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/389700.

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Teaching & Learning<br>Ed.D.<br>This study is a qualitative inquiry of eight mid-career second language (L2) teachers’ identity evolution. These teachers have or had full-time or tenured teaching experience in secondary schools in Japan. Since they were mid- and later career teachers, they have explored their development, what they are now, and why they keep growing. They have all made meaningful voluntary changes in their professional lives. To make meaningful voluntary changes at moments of transitions, the teachers have made choices and negotiated, or juggled, their identities. They are suc

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37

Draper, Janet. "Reflections on teachers' work and careers." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/29090.

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This commentary reflects upon a set of papers relating to teachers’ work which are significant for a number of reasons. Firstly they begin to fill a gap in the understanding of the experience of Scottish teachers, and how they see their work and careers in teaching. Secondly the research has impacted, with other forces, upon policy at national level, by raising awareness of teachers’ experiences of employment and support within a context where the focus of rhetoric is long-term professional development. Arrangements for the support of new teachers have now changed. The analysis presented here

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38

Moulthrop, Dorothy Russo. "Retaining and Sustaining Mid-Career Teachers: The Middle Years Matter." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1521788878644674.

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39

Leugers, Lucinda Lett. "The Effects of Mentoring and Induction Programs and Personal Resiliency on the Retention of Early Career Teachers." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch154091272482252.

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40

Carter, Judith C. "The interpersonal relationships between principals and teachers in the North Carolina Career Development Program." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135458/.

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41

Johansson, Lina. "Förstelärarnas förutsättningar för att kvalitetssäkra undervisningen." Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11415.

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År 2013 kom reformen om karriäruppdrag för lärare, den innefattar både lektorer och förstelärare. Den här studien är riktad mot förstelärare i grundskolans tidiga år. Då karriärtjänsterna berör hela Sveriges lärarkår på ett eller annat sätt är det nödvändigt att förklara utvecklingen som sker kring förstelärarens uppdrag. Studiens syfte är att undersöka hur förstelärare, med tjänst i grundskolans tidiga år, uppfattar att de arbetar med skolans kvalitetsarbete. Studien har genomförts med en kvalitativ ansats och empirin har samlats in genom 11 stycken semistrukturerade intervjuer. Det transkrib

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42

Brenner, Aimee Michelle. "Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/39472.

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In an attempt to promote the transfer of technology integration knowledge and skills in preservice teachers, studies have attempted to identify effective instructional technology integration practices on the part of the teacher education program, as well as exemplary programs themselves (Hofer, 2005; Mergendoller et al., 1994; Strudler & Wetzler, 1999). A significant number of studies focus on examining various components of technology integration plans within teacher education programs, but few have extended this examination to determine if transfer is evidenced in the practices of graduates

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43

Surrette, Timothy N. "Beyond Traditional School-Based Teacher Induction." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479820825785625.

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44

Swan, Benjamin Grant. "The relationship between the 2004 Ohio State University Agricultural Education student teachers' learning style, teacher heart, and teacher sense of efficacy." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1115835729.

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45

Kurniawan, D. (Dody). "Early career teacher resilience:a narrative inquiry into first year teaching experiences of high school teachers in Indonesia." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905252144.

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Abstract. Based on the teachers’ stories, this study focuses on lived experiences of early career teachers who teach at the high school level in Indonesia. It aims to understand what the teachers tell about their first-year teaching experiences, and to identify how resilience appears in their stories. Teacher resilience is related to the capacity to live through and surmount the inevitable challenges in the realities of teaching. It is understood that the development of teacher resilience is not only about the internal process, but also the teachers’ interaction with their social environment.

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46

O'Sullivan, Rachel Ann Sarah. "Establishing sustainable school-based teacher research activity as a mechanism to support teachers' career-long professional development." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/619931/.

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Upon election, the coalition government in England (2010 – 2015) were swift to introduce reforms intent on improving standards of education in England. Central to the reforms were measures designed to improve the quality of both teaching and teachers, factors widely recognised as lying at the heart of educational improvement. A national network of Teaching Schools was announced, outstanding schools that would lead and develop career long teacher development. The work of all Teaching Schools would be underpinned by six core strands of professional development including a requirement to engage i

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47

Avant, Kenya S. "Teacher Certification in Technology Education: Differences in Testing Scores of Alternative and Traditional Certified Teachers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1639.

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New Jersey has utilized alternative certification to combat the shortage caused by technology education (TE) teacher attrition. Research has examined the effectiveness of alternative certification preparation programs for the core academic programs; however, very little research has been performed in the area of TE. The purpose of this study was to (a) evaluate the Praxis scores of teacher candidates in New Jersey seeking licensure in technology education, and (b) determine if there were differences between the TE among teachers completing different preparation programs. The theoretical framew

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48

Lopez, Carol A. "The Possible Effects of Mentoring on Second Career Teacher Perceptions." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/478036.

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Educational Administration<br>Ed.D.<br>The primary goal of this study was to examine the effects of mentoring during the first teaching year of high school Second Career Teachers. The teachers’ perception of this aspect of their professional career was studied. The practice has been that school district administration assigns new teachers a mentor to support them in their success. They will be following an Induction Plan created by the district. This study takes into account the value of teachers coming into the teaching field after having been in one or more previous careers. Considerable cha

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49

Chang, Ya-Ping. "Motivation and Resilience in Art Education: Insight and Inspiration From the Lives and Careers of Two Taiwanese College Art Teachers." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149570/.

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This narrative study explores how two Taiwanese college art teachers’ lives and teaching experiences illustrate the ways they cultivate resilience and motivation to sustain professional commitments amidst challenges in their teaching careers. I use the life story interview as my methodology and a three-dimensional space approach to code and analyze my data to retell their stories about how resilience and motivation have guided them as they negotiated dilemmas in teaching. The participants’ stories demonstrate that in order to be motivated, teachers must satisfy their basic needs, which, in the

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Davey, Ronys Lee. "Career on the Cusp:The Professional Identity of Teacher Educators." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2010. http://hdl.handle.net/10092/4146.

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Abstract (sommario):

This thesis aims to take a step or two towards a theoretical model of where teacher education ‘stands’ as a social practice, a career, a discipline, and a profession. It does this through the specific lens of ‘professional identity’, a concept often referred to in the teaching and teacher education literature but one that is also often ill-defined and seldom made the empirical focus of the studies reported. Taking as its starting point a definition of professional identity as ‘the valued professional self’, the thesis recounts the findings of a phenomenological study of the professional self-i

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