What if Teachers Learn in the Classroom?

Autor/inn/en	Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi
Titel	What if Teachers Learn in the Classroom?
Quelle	In: Teacher Development, 20 (2016) 3, S.380-397 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2016.1149511
Schlagwörter	Faculty Development; Foreign Countries; Correlation; Teacher Burnout; Teacher Surveys; Well Being; Teacher Attitudes; Teacher Improvement; Interaction; Interpersonal Relationship; Classroom Environment; Transformative Learning; Elementary School Teachers; Special Education Teachers; Teacher Role; Structural Equation Models; Statistical Analysis; Likert Scales; Finland + Suchen Sie Ihr Suchwort? Ausland; Korrelation; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Well-being; Wellness; Wohlbefinden; Lehrerverhalten; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Klassenklima; Unterrichtsklima; Pädagogische Transformation; Elementary school; Grundschule; Volksschule; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrerrolle; Statistische Analyse; Likert-Skala; Finnland
Abstract	This study focuses on exploring teacher learning in terms of teachers' professional agency embedded in the classroom. Teachers' sense of professional agency is related to perceiving instruction as a bidirectional process, use of students as a resource for professional learning and continuous reflection on teaching practices. Accordingly, the capacity to cross the boundaries in teacher learning contributes active professional agency and, consequently to work-related well-being. Hence, the interrelations between teachers' sense of professional agency and the burnout they experienced were also analysed. Altogether 2310 Finnish comprehensive school teachers, including primary, subject and special education teachers, completed the study survey. The results indicated that active professional agency, promoting both learning and well-being, requires not just reflecting and adapting but also efforts to learn at work. Moreover this requires not just self-directed and active professional practice but also learning at the boundaries and creating new professional knowledge together with students and colleagues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01