238 research outputs found

    Crossing borders: new teachers co-constructing professional identity in performative times

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    This paper draws on a range of theoretical perspectives on the construction of new teachers’ professional identity. It focuses particularly on the impact of the development in many national education systems of a performative culture of the management and regulation of teachers’ work. Whilst the role of interactions with professional colleagues and school managers in the performative school has been extensively researched, less attention has been paid to new teachers’ interactions with students. This paper highlights the need for further research focusing on the process of identity co-construction with students. A key theoretical concept employed is that of liminality, the space within which identities are in transition as teachers adjust to the culture of a new professional workplace, and the nature of the engagement of new teachers, or teachers who change schools, with students. The authors argue that an investigation into the processes of this co-construction of identity offers scope for new insights into the extent to which teachers might construct either a teacher identity at odds with their personal and professional values, or a more ‘authentic’ identity that counters performative discourses. These insights will in turn add to our understanding of the complex range of factors impacting on teacher resilience and motivation

    The Organizational Strategies Of School Management In Japan: Focus On Primary School Principals

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    The study examines the organizational strategies of Japanese principals in school management. One hundred principals of primary schools in Hiroshima Prefecture were surveyed in 2007. The samples comprised of the differences between the two groups aged 51-55 and 56-60 in terms of how competency level should be exerted in school. The study was conducted to clarify how principals apply specific organizational tasks in schools. The study used a questionnaire developed to measure the school management skills. The questionnaire composed of a 3 points scale for principal competencies, indicating assessment with the following: low competency, moderate competency and high competency. The principals were considered to be high competent in the area of vision for the organization because of their knowledge of the tasks, the materials to be learned, and their strategies for learning to influence academic success. It recommends that skills must be acquired in order to manage the outcomes of instruction in accomplishment of school objectives. Application of professional responsibilities and leadership in addition to some other tasks can add to the teaching quality. The results provide important information about the relevance of organizational strategies to principals’ work, and issues to consider in implementing standard-based school organizational strategies. These strategies have been adopted in school system in the form of formal teacher training (konai kenshu) and effective leadership

    Researching education : making meanings to make better schools

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