The Teacher Proximity Continuum: A Conceptual Framework for the Analysis of Teacher-Related Phenomena.

Autor/inn/en	Camp, William G.; Heath-Camp, Betty
Titel	The Teacher Proximity Continuum: A Conceptual Framework for the Analysis of Teacher-Related Phenomena.
Quelle	(1990), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adults; Beginning Teacher Induction; Beginning Teachers; Classification; Educational Practices; Individual Characteristics; Inservice Teacher Education; Interpersonal Relationship; Interviews; Journal Writing; Locus of Control; Nominal Group Technique; Peer Relationship; Professional Development; Program Development; Proximity; Secondary Education; Teacher Influence; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Classification system; Klassifikation; Klassifikationssystem; Bildungspraxis; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lehrerfortbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interviewing; Interviewtechnik; Zeitschriftenaufsatz; Peer-Beziehungen; Programmplanung; Lebensnähe; Sekundarbereich; Ausbilder
Abstract	In conjunction with a national study on the induction process for beginning vocational teachers, researchers developed a general conceptual framework for the classification and analysis of teacher-related phenomena. The framework, called the Teacher Proximity Continuum, has proved useful in analysis of negative influences, positive influences, significant events, and assistance provided to teachers. Based on functional distance from the teacher, the continuum has been used to classify over 5,000 events and influences up to this point and appears to hold great promise for utility in continuing analysis. Two samples of beginning vocational teachers participated in the study, 12 first-year teachers and 13 third-year teachers. Data for the analysis were collected from the teachers for a year using nominal group technique, interviews, and daily logs. A total of 281 NGT problem statements and 1,777 daily log negative influences were identified. The grouping system that emerged was based on the functional proximity to the teacher. Categories or domains of interest were then developed. The Teacher Proximity Continuum consists of eight domains at five levels of functional distance from the teacher. The five distance levels are personal characteristics, professional skills, interpersonal relationships, educational system, and extra system (outside educational system boundaries). The domains are internal, pedagogy, curriculum, program, peer, student, system, and community. The model was valid for the purpose for which it was used, reliable, and inclusive of the events analyzed. (Five references and a figure describing the Teacher Proximity Continuum are included.) (Author/NLA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01