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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
FullText Text:
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  Data: Teachers' Constructs of Effective Classroom Practice: Variations across Career Phases
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  Data: <searchLink fieldCode="SO" term="%22Research+Papers+in+Education%22"><i>Research Papers in Education</i></searchLink>. 2014 29(5):534-556.
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  Data: 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
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  Data: 23
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: 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.
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  Data: EJ1038414
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      – SubjectFull: Secondary School Teachers
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      – TitleFull: Teachers' Constructs of Effective Classroom Practice: Variations across Career Phases
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