 |
|
U.S. graduate teacher education and early career persistence of women K--12 teachers: Co-constructing a social cognitive narrative of professional identity
Ranee Boyd Tomlin
Paperback. ProQuest, UMI Dissertation Publishing 2011-09-03.
ISBN 9781243519368
|
|
|
|
Hitta bokens lägsta pris
|
Förlagets beskrivning
This study explores the intersection between U.S. graduate teacher education and early career persistence of women K-12 teachers. After briefly addressing the complexities of new teacher attrition, I focused my research toward one specific aspect of this issue, providing rationale for investigating the processes of professional identity construction for women completing U.S. graduate-level initial teacher licensure programs. Two interconnected questions guided the study: How, if at all, do women students of graduate-level initial teacher licensure programs perceive (1) their experiences of professional identity construction in those programs and (2) their beginning career persistence in K-12 teaching? Based on an extensive literature critique, I approached my research from the perspective of social cognitive theory, arguing that early career persistence of women K-12 teachers could be enhanced by preservice co-construction of a sense of self-efficacy as a foundation for women's professional teaching identities. This study employed qualitative narrative inquiry to discover how women licensure students made meaning of their experiences in co-constructing efficacious professional K-12 teaching identities. I collected the temporally-bound stories of eight women, within the context of two graduate-level licensure programs at a public university. I also gathered impressions of the stories' contextual setting. Conversations were recorded and transcribed. Data collection further included observation field notes and multiple artifacts. Individual participant stories were descriptively represented, and narrative themes woven into a descriptive analysis. Contextualized interpretation then provided answers to the research questions. Among essential findings, participants transcended multiple variations in self-concepts and programmatic experiences to constructively co-author professional K-12 teaching identities anchored in domain-specific efficacy around autonomous classroom instruction. Yet K-12 teaching requires comprehensive personal and collective agency. The efficacious professional identities of these women were thus incomplete, due to lack of efficacy-development experiences targeting career management and contextual and gender-related issues in teaching. Study implications accordingly suggest intentional and systematic methods by which graduate-level initial teacher licensure programs may more fully contribute to the early career persistence of women K-12 teachers. Specifically, this research calls for attention to the needs of female preservice students in co-constructing efficacious teaching identities for a profession that is personally and politically perilous
Liknande böcker
Recensioner
Den här boken har tyvärr inte några recensioner ännu. Om du redan läst boken, skriv en recension!
Recensera boken
Skriv en recension och dela dina åsikter med andra. Försök att fokusera på bokens innehåll. Läs våra instruktioner för mer information.
U.S. graduate teacher education and early career persistence of women K--12 teachers: Co-constructing a social cognitive narrative of professional identity
Bokrecensioner » U.S. graduate teacher education and early career persistence of women K--12 teachers: Co-constructing a social cognitive narrative of professional identity
|
|
 |
|
|
|
|
