- Meta-Analysis (1)
- Nontraditional Learning Environments (1)
- Demands (1)
- Teacher Professional Development (1)
- Burnout (1)
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Full-Text Articles in Other Teacher Education and Professional Development
Seguimos Luchando: Women Educators’ Trajectories In Social Movement Based Popular Education Projects In Buenos Aires, Argentina, Jennifer Lee O'Donnell
Through a multisite ethnographic investigation, I provide a look at the vision and practices of women teaching in the popular education sector, particularly those who impact social, economic, and political public spaces in Buenos Aires, Argentina. As an alternative to Freirean based education theory, which may overshadow the collective work of women in popular projects, this work highlights women’s commitments to education that contests neoliberal reform, transforming not only curriculum and pedagogies, social practices, and discourses inside classrooms, but the communities where they live as well.
The Relationship Between Demands And Resources And Teacher Burnout: A Fifteen-Year Meta-Analysis, Tammy Marie Stewart
This meta-analysis explored the phenomenon of teacher burnout— the biggest contributor to teacher attrition (Owens, 2013; Unterbrink, 2014; Yu, 2015). The focus of this study was to use meta-analytical procedures to explore the relationship between burnout dimensions (i.e., emotional exhaustion, depersonalization, and feelings of personal accomplishment) and specific demand and resource correlates. Demand correlates included work overload, role conflict, role ambiguity, and student misbehavior. Resource correlates included peer support, supervisory support, and decision-making. This meta-analytical research method encompassed fifteen years of published and unpublished studies from January 2000 through January 2015. A total of 116 studies met the following ...
Teachers’ Experiences Of Professional Development In (Post)Crisis Katanga Province, Southeastern Democratic Republic Of Congo: A Case Study Of Teacher Learning Circles, Paul St J Frisoli
Teachers in (post)crisis contexts face an array of de-motivating factors such as insecurity, lack of pay, difficult working conditions, minimal leadership, and feeling undervalued (Johnson, 2006; OECD, 2009; Shriberg, 2007). To bolster their motivation and support their teaching, teachers in these settings need a forum where they feel valued as professionals (Asimeng-Boahene, 2003; Bennel & Akyeampong; Kirk & Winthrop, 2007). One model of teacher professional development (TPD) known as "Teacher Learning Circles"(TLCs) is currently being implemented in Katanga province in southeastern Democratic Republic of Congo (DRC) for early grade reading teachers. TLCs strive to help teachers adopt innovative teaching techniques and create supportive environments. This study examines teachers’ perspectives, using a "crystallized qualitative case study" approach, how these TLCs operate in varied (post)crisis contexts in the DRC where teachers describe their experiences with content, instructional practices and teacher-community support structures of the TLCs (Ellingson, 2008; Rappleye, 2006).
Three major themes arose from the data; Motivating factors for teachers to remain in the profession; the school environment factors that impacted teachers day-to-day; and TLC elements related to technical, social, and emotional collegial assistance. By examining these themes across five schools ...