Becoming and being a teacher: the Influence of the national context.

Autor/inn/en	Osborn, Marilyn; Broadfoot, Patricia
Titel	Becoming and being a teacher: the Influence of the national context.
Quelle	In: European journal of education, 28 (1993) 1, S. 105-123Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 4
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0141-8211; 1465-3435
DOI	10.2307/1503825
Schlagwörter	Einstellung (Psy); Selbsteinschätzung; Grundschule; Lehrer; Lehrerrolle; Unterrichtsstil; Berufswahl; Berufsfeld; Internationaler Vergleich; Tätigkeit; Frankreich; Großbritannien
Abstract	"The project reported here takes as its starting point the hypothesis that teachers' professional perspectives and their practice will be strongly influenced by the ideological traditions and prevailing policy directives of the national education system within which they work." Basing on a broader questionnaire-study of 360 teachers in each country the article reports the results of in-depth interviews with 16 teachers from each country. "The purpose of these interviews was to illuminate... the contrasting teachers' perceptions... The interviews concentrated particularly on certain key themes which had already emerged as salient". The article addresses especially "data concerning aspects of becoming and being a teacher" and perceptions of teaching as a career. (DIPF/Text uebernommen/Bi.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1996_(CD)