Presence in Context: Teachers' Negotiations with the Relational Environment of School

Autor/inn/en	Stieha, Vicki; Raider-Roth, Miriam
Titel	Presence in Context: Teachers' Negotiations with the Relational Environment of School
Quelle	In: Journal of Educational Change, 13 (2012) 4, S.511-534 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-2843
DOI	10.1007/s10833-012-9188-z
Schlagwörter	Middle School Teachers; Teaching Styles; Academic Achievement; Interviews; Observation; Experienced Teachers + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrstil; Unterrichtsstil; Schulleistung; Interviewing; Interviewtechnik; Beobachtung
Abstract	This inquiry research builds on the theory of presence in teaching (Rodgers and Raider-Roth 2006) adding nuanced understandings of how school contexts play into teachers' abilities to support students' learning. Findings are drawn from multiple interviews with five veteran middle school teachers, teachers' written work, and field observations. Illustrating these findings is the compelling story of an exemplary teacher's negotiations of her practice in response to the school's relational environment. Our findings point to the teacher's sense of isolation and vulnerability--indicators of the relational context in the school as a threat to undermining her presence. They also create a compelling argument for the importance of a healthy relational context to support teachers' most powerful teaching, hence students' learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10