How High School Teachers Felt about Teaching when they Started, How their Feelings have Changed, and what has Happened to Affect their Attitudes BY YOU YOUR SCHOOL INFO HERE DATE HERE High School Teacher Attitudes Introduction Most high school teachers enter the education industry in an effort to promote better learning and to gain an integral, self-actualized position in furthering education…
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Freedman & Carver (2007) iterate that personally-held values and beliefs of the teacher have significant influence on in-class teaching practices. Hall (2005) supports this notion, opining that it is the personal beliefs of teachers that “inform their professional attitudes and conduct in the classroom.” There is, then, an undeniable link between personal value systems and the evolution of teaching style over time which could, theoretically, have significant impact on the decision to, initially, seek a career as a high school teacher. According to Morris & Maisto (2005), the complexities associated with teaching require a self-actualized individual that finds significant psycho-social rewards for promoting higher learning and educational development in students. Under most models of psychology and sociology, self-actualization is the state of emotional being in which an individual actively seeks to pursue their maximum utility and the pinnacle of their abilities gained once self-confidence and self-esteem have been developed within the individual. When a high school teacher first lands their position, they often seek to break the proverbial mold of teaching by attempting to create unique and differentiated classroom content and teaching styles. Filled with fresh ideas, the teacher seeks to create a sense of personal belonging with teaching peers and with students which influences initial teaching styles. Teachers will often seek out alliances with other teaching facilitators and administrators in an educational scenario referred to as communities of practice, a collection of skilled individuals that collaborate to promote learning about a specific skill or practice (Wenger, 2005). However, it is not long into career where such activities will often meet with centralized hierarchies of control where bureaucracy and budget issues prevent effective facilitation of these communities of practice. Many teachers will attempt to create more contemporary and innovative curriculum content, using assistive technologies to facilitate modern learning concepts and principles (Bausch & Hasselbring, 2004). Other teachers in an effort to establish a positive name for themselves in the academic environment attempt experiential learning curriculum, a form of hands-on learning to facilitate a genuine and innovative learning experience (Merriam, Caffarella & Baumgartner, 2007). However, what is unclear is whether these preliminary and initial needs and values remain constant throughout the evolution of the teaching career. A Qualitative Study To determine what impacts attitudes of high school teachers early in career and throughout the evolution of practice, it was necessary to conduct a small-scale qualitative study utilizing a small sample of high school teachers as participants. Qualitative research was the most viable and reliable methodology for this study as measuring complex attitudes in a range of psycho-social principles cannot accurately be measured statistically. It was necessary to conduct semi-structured interviews with currently practicing high school
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From the literature materials, it was found that teachers were responsible for the students’ performance from lower levels up to the high standard levels. The studies suggest that contexts where pressure or rewards were used affected teachers directly and enabled them to become more controlling with their students.
The profession of teaching is very demanding. “A teacher is meant to facilitate learning for an individual by creating a loving learning environment and providing adequate learning experiences” (Kishore, 2010). Often, the work is so much that the teacher has to take it home.
The aim of this punishment was to shape his behaviors at an early age. According to Freud, failure a fixation at stage will lead to antisocial behaviors such as orderliness, stinginess, and stubbornness. I realized that the boys’ libido was anally centered, and that frustration arose sometime as a response to the intricate cognitive and motor reaction (Geyskens, 2005).
But simply increasing salaries without changing anything else won’t have much effect on results in the classroom. (2) Another part of the problem is that students are not learning enough. Student achievement cannot be simply measured by standardized tests and teacher performance cannot be evaluated by how students perform on such tests.
The author states that autistic children are generally found to be at least average intelligence, possibly above-average. However, IQ tests simply do not work with these kinds of students, due to the requirement of quick response. When not even sure that you autistic children see the world in the same way.
This is despite a huge step towards eliminating this blight on society. Discrimination can be overt or latent but it is a situation that is caused by personal and social biases. Attitudes towards discrimination can be a burden to some people in terms of job opportunities, educational attainment, access to health care services and in all sorts of social situations and other contexts.
One thing that cannot be denied by anyone irrespective of the country, culture, religion, or social system is the importance of women in history. In fact, some historians argue that the society may not be complete without a woman. This can be traced back to the foundation of time, when God created Adam and Eve, with which Eve as a woman was created to provide companion to Adam (Bardsley, 2007).
As such, this study sought to shed light on the importance of knowledge among educators when it comes to interacting with learners. It was aiming at promoting positive lifestyles among teachers that are in
The overall culture of an institution is directly linked with principals, so they were responsible for building maintenance, public relations, financial operations, student personality and growth, school policy regarding discipline, coordination of the instructional program, scholastic and co-scholastic area of curriculum and other overall school matters.
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