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Autor/inn/enKeller-Schneider, Manuela; Zhong, Hua Flora; Yeung, Alexander Seeshing
TitelCompetence and Challenge in Professional Development: Teacher Perceptions at Different Stages of Career
QuelleIn: Journal of Education for Teaching: International Research and Pedagogy, 46 (2020) 1, S.36-54 (19 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0260-7476
DOI10.1080/02607476.2019.1708626
SchlagwörterProfessional Development; Teacher Competencies; Teacher Attitudes; Elementary School Teachers; Foreign Countries; Beginning Teachers; Experienced Teachers; Self Efficacy; Student Needs; Classroom Techniques; Teamwork; Student Teachers; Public Schools; Coping; Role Perception; Switzerland
AbstractTeachers are expected to meet professional requirements concerning: (1) their role as a teacher, (2) capacity to teach and meet students' specific learning needs, (3) managing the classroom effectively, and (4) cooperating with other professionals within the school. Teachers build up competencies and experience challenges associated with these requirements at different career stages. The present study investigates teachers' perceived challenge and competence at different stages when dealing with professional requirements. A total of 655 teachers from 250 primary schools in the state of Zurich, Switzerland, at different career stages (pre-service, beginning and experienced teachers), completed a survey measuring four professional requirements in competence and challenge dimensions. Structural equation modelling was used to assess the validity of the measures and teachers' sense of competence and perceived challenge were compared across different career stages. Beginning teachers were found to be lower in their sense of competence in all four requirements, but teachers' experiences of challenge varied at different career stages. The findings call for attention to facilitating new teachers to accomplish the required competencies and to minimise any stress arising from the challenges they face. Promoting optimal use of resources through cooperation in the workplace may help beginning teachers to maximise their sense of competence. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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