Subjective determinants of the development of foreign language teacher expertise

Světlana Hanušová, Michaela Píšová, Klára Kostková, Věra Janíková, Petr Najvar

Abstrakt

Článek přináší parciální výsledky výzkumného projektu, který se zabýval charakterem expertnosti učitelů cizího jazyka. Zatímco první dvě fáze projektu se zaměřovaly na expertní výkon učitele, poznatkovou bázi a vhled ze synchronní perspektivy, třetí fáze výzkumu byla orientovaná diachronně a jejím cílem byla identifikace subjektivních i objektivních determinant rozvoje expertnosti učitele. V textu představujeme výsledky vztahující se k subjektivním determinantám profesního rozvoje. Data jsme získali prostřednictvím narativních rozhovorů s osmi učiteli anglického a německého jazyka na nižším sekundárním stupni škol v České republice. Procesem otevřeného kódování jsme indukovali následující kategorie: učitelovo sebepoznání, vnitřní motivaci, hodnotový systém, pracovní spokojenost, otevřenost ke změně a zvládání náročnosti profese. Výsledky přispívají k porozumění procesu rozvoje a udržování expertnosti a též k porozumění potřebám učitelů a rozvoji podpůrných procesů jejich profesního rozvoje.

Bibliografická citace

Hanušová, S., Píšová, M., Kostková, K., Janíková, V., & Najvar, P. (2014). Subjective determinants of the development of foreign language teacher expertise. Pedagogická Orientace/Journal Of The Czech Pedagogical Society, 24(6), 857-877. doi:http://dx.doi.org/10.5817/PedOr2014-6-857

Klíčová slova

profesní rozvoj; učitel cizího jazyka; narativní interview; expertnost učitele; subjektivní determinanty

Plný Text:

Reference

Zobrazit literaturu Skrýt literaturu

Alsup, J. (2005). Teacher identity discourses: Negotiating personal and professional spaces. New York: Routledge.

Ball, S. J., & Goodson, I. F. (1985). Understanding teachers: Concepts and contexts. In S. J. Ball & I. F. Goodson (Eds.), Teachers’ lives and careers (pp. 1–26). London: The Falmer Press.

Bandura, A. (1997). Self-efficacy. The exercise of control. New York: W. H. Freeman and Comp.

Barkin, S., Ryan, G., & Gelberg. L. (1999). What pediatricians can do to further youth violence primary prevention: A qualitative study. Injury Prevention, 5(1), 53–58. https://doi.org/10.1136/ip.5.1.53

Barrick, M. R., & Mount, M. K. (1991). The big five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44(1), 1–26. https://doi.org/10.1111/j.1744-6570.1991.tb00688.x

Beijaard, D., Verloop, N., & Vermunt, J., D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749–764. https://doi.org/10.1016/S0742-051X(00)00023-8

Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: OpenCor.

Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3–31. https://doi.org/10.1191/1362168806lr182oa

Bromme, R., & Tillema, H. (1995). Fusing experience and theory: The structure of professional knowledge. Learning and Instruction, 5(4), 261–269. https://doi.org/10.1016/0959-4752(95)00018-6

Bullough, R. V. (2008). The writing of teachers’ lives – Where personal troubles and social issues meet. Teacher Education Quarterly, 35(4), 7–26.

Cherubini, L. (2009). Reconciling the tensions of new teachers’ socialisation into school culture: A review of the research. Issues in Educational Research, 19(2), 83–99.

Chi, M. T. H. (2006). Two Approaches to the study of experts’ characteristics. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 21–30). New York: CUP.

Clement, M., & Vandenberghe, R. (2000). Teachers’ professional development: A solitary or collegial (ad)venture? Teaching and Teacher Education, 16(1), 81–101.

Day, Ch. (2004). A passion for teaching. London: Routledge Falmer.

Day, Ch., & Gu, Q. (2010). The new lives of teachers. London: Routledge.

Day, C., Sammons, P. Stobart, G., Kington, A., & Quing, G. (2007). Teachers matter: Connecting work, lives and effectiveness. Oxford: McGraw Hill.

Dirks, U., & Hansmann, W. (Eds.). (1999). Reflexive Lehrerbildung: Fallstudien und Konzepte im Kontext berufsspezifischer Kernprobleme. Weinheim: Deutscher Studien Verlag.

Eraut, M. (1994). Developing professional knowledge and competence. London: The Falmer Press.

Fesler, R., & Christensen, J. (1992). The teacher career cycle: Understanding and guiding the professional development of teachers. Boston: Allyn & Bacon.

Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582. https://doi.org/10.1037/0022-0663.76.4.569

Goodwin, D. R. (2005). Comprehensive development of teachers based on in-depth portraits of teacher growth. In D. Beijaard et al. (Eds.), Teacher professional development in changing conditions (pp. 231–243). Berlin: Springer.

Gruber, H., & Leutner, D. (2003). Die kompetente Lehrperson als Multiplikator von Innovation. In R. Tippelt & I. Gogolin (Eds.), Innovation durch Bildung. Beiträge zum 18. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (pp. 263–274). Opladen: Leske + Budrich.

Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3/4), 381–391.

Hargreaves, A. (1998). The emotions of teaching and educational change. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), International handbook of educational change (pp. 558–575). Dordrecht: Kluwer.

Helus, Z. (2009). Dítě v osobnostním pojetí. Praha: Portál.

Hennig, C., & Keller, G. (1996). Antistresový program pro učitele. Praha: Portál.

Huberman, M. (1993). The lives of teachers. London: Cassell.

Jacob, B. A., Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2009). Can you recognize an effective teacher when you recruit one? CLOSUP Working Paper Series Number 11. Retrieved from http://www.gse.harvard.edu/cepr-resources/

files/news-events/ncte-recognize-effectiveteacher--jacob-kane-rockoff.pdf

Jehn, K. A., & Doucet, L. (1996). Developing categories from interview data: Text analysis and multidimensional scaling. Part 1. Cultural Anthropology Methods Journal, 8(2), 15–16.

Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). New York: Longman.

Kelchtermans, G. (1993). Teachers and their career story: A biographical perspective on professional development. In C. Day, J. Calderhead, & P. Denicolo (Eds.), Research on teacher thinking: Understanding professional development (pp. 198–220). London: Falmer Press.

Kelchtermans, G., & Vandenberghe, R. (1993). A teacher is a teacher is a teacher is a… Teachers’ professional development from a biographical perspective. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, 1993. Retrieved from http://www.eric.ed.gov/

King, P. M., & Kitchener, K, S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass Publishers.

Korthagen, F. A. J., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(1), 47–71.

Kyriakides, L., Creemers, B. P. M., & Antoniou, P. (2009). Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development. Teaching and Teacher Education, 25(1), 12–23. https://doi.org/10.1016/j.tate.2008.06.001

Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills: Sage.

Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.

Marotzki, W. (2004). Qualitative biographical research. In U. Flick, E. von Kardoff, & I. Steinke, A companion to qualitative research (pp. 101–107). London: Sage.

McAdams, D. P. (2007). The life story interview. Retrieved from http://www.sesp.northwestern.edu/docs/LifeStoryInterview.pdf

McDonnell, L., & Pascal, A. (1988). Teacher unions and educational reform. Santa Monica: Center for Policy Research in Education.

Miller, R. L. (2000) Researching life stories and family histories. Introducing qualitative methods. London: Sage.

Pařízek, V. (1994). Obecná pedagogika. Praha: Univerzita Karlova.

Píšová, M. (1999). Novice teacher. Sci. Pap. Series C, Supplement 1. Pardubice: University of Pardubice.

Píšová, M., Najvar, P., Janík, T., Hanušová, S., Kostková, K., Janíková, V., Tůma, F., & Zerzová, J. (2011). Teorie a výzkum expertnosti v učitelské profesi. Brno: Masarykova univerzita.

Píšová, M. (2013). Teacher professional socialisation: Objective determinants. Orbis Scholae, 7(2), 67−80. https://doi.org/10.14712/23363177.2015.21

Pollard, A. (1982). A model of classroom coping strategies. British Journal of Sociology of Education, 3(1), 19–37. https://doi.org/10.1080/0142569820030102

Ripley, A. (2010). What makes a great teacher? The Atlantic Magazine, January 1, 2010. Retrieved from http://www.theatlantic.com/magazine/archive/2010/01/what-makes-a-great-teacher/307841/3/

Roberts, B. (2002). Biographical research. Buckingham: Open University Press.

Ross, J. A. (1994). The impact of an in-service to promote cooperative learning on the stability of teacher efficacy. Teaching and Teacher Education, 10(4), 381–394. https://doi.org/10.1016/0742-051X(94)90020-5

Rothland, M. (2013). Belastung und Beanspruchung im Lehrerberuf: Modelle, Befunde, Interventionen. Münster: Springer.

Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15(1), 85–109. https://doi.org/10.1177/1525822X02239569

Sadler-Smith, E., Allinson, C. W., & Hayes, J. (2000). Cognitive style and learning preferences: Some implications for CPD. Management Learning, 31(2), 239–256. https://doi.org/10.1177/1350507600312006

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

Sikes, P., Measor, L., & Woods, P. (1985). Teacher careers: Crises and continuities. London: The Falmer Press.

Skehan, P. (2000). A cognitive approach to language learning. Oxford: Oxford University Press.

Sockett, H. (1993). The moral base for teacher professionalism. New York: Teachers College, Columbia University.

Švaříček, R., Šeďová, K., et al. (2007). Kvalitativní výzkum v pedagogických vědách. Praha: Portál.

Tsui, A. B. M. (2003). Understanding expertise in teaching. Cambridge: Cambridge University Press.

Tsui, A. B. M. (2005). Expertise in teaching: Perspectives and issues. In K. Johnson (Ed.), Expertise in second language teaching and learning (pp. 167–189). New York: Palgrave Macmillan.

Woods, P. (1981). Strategies, commitment and identity: Making and breaking the teacher role. In L. Barton & S. Walker (Eds.), Schools, teachers and teaching (pp. 283–302). New York: Routledge.

Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: Theory and Practice, 9(3), 213–238.

https://doi.org/10.5817/PedOr2014-6-857


Copyright (c) 2015 Světlana Hanušová, Michaela Píšová, Klára Kostková, Věra Janíková, Petr Najvar

Creative Commons License
Tato práce je licencována pod licencí Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.