Teachers' Constructs of Effective Classroom Practice: Variations across Career Phases
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| Title: | Teachers' Constructs of Effective Classroom Practice: Variations across Career Phases |
|---|---|
| Language: | English |
| Authors: | Kington, Alison, Reed, Nick, Sammons, Pam |
| Source: | Research Papers in Education. 2014 29(5):534-556. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education Elementary Secondary Education |
| Descriptors: | Foreign Countries, Teacher Effectiveness, Educational Practices, Longitudinal Studies, Elementary School Teachers, Secondary School Teachers, Mixed Methods Research, Interviews, Teaching (Occupation), Career Development, Psychology, Research Methodology, Correlation, Teacher Student Relationship, Positive Reinforcement, Feedback (Response), Teacher Expectations of Students, Creativity, Teacher Motivation, Job Satisfaction, Self Efficacy, Well Being |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/02671522.2013.825309 |
| ISSN: | 0267-1522 |
| Abstract: | This paper outlines a theoretical framework which offers an explanation of the complexity of how teachers define their effectiveness in relation to their classroom practice. The research from which this framework emerged was a two-year, mixed method study of 81 primary and secondary school teachers. The use of repertory grid interviews combined with a number of other methods is unique in a study of teachers' practice and, from the elicited constructs, seven key themes emerged. These themes, analysed in relation to three broad career phases, indicate a number of issues important for teachers as they transfer from early- to late-career. |
| Abstractor: | As Provided |
| Number of References: | 101 |
| Entry Date: | 2014 |
| Accession Number: | EJ1038414 |
| Database: | ERIC |
| Abstract: | This paper outlines a theoretical framework which offers an explanation of the complexity of how teachers define their effectiveness in relation to their classroom practice. The research from which this framework emerged was a two-year, mixed method study of 81 primary and secondary school teachers. The use of repertory grid interviews combined with a number of other methods is unique in a study of teachers' practice and, from the elicited constructs, seven key themes emerged. These themes, analysed in relation to three broad career phases, indicate a number of issues important for teachers as they transfer from early- to late-career. |
|---|---|
| ISSN: | 0267-1522 |
| DOI: | 10.1080/02671522.2013.825309 |
