Teaching Careers Clinic

BMJ ◽  
2021 ◽  
pp. n1385
Author(s):  
Grace George ◽  
Abhishek Srivastava ◽  
Holly Melvin ◽  
Uchechukwu Okwu
Keyword(s):  
Teaching Careers

scholarly journals Teacher training does a epistemological question?

Perspectiva ◽  
2017 ◽  
Vol 35 (1) ◽  
pp. 33-48
Author(s):  
Diana Estela Pipkin
Keyword(s):  
Social Sciences ◽  
Teacher Training ◽  
Secondary School ◽  
Classroom Practices ◽  
Buenos Aires ◽  
Epistemological Question ◽  
Teaching Careers ◽  
The University

What does the learning of social sciences to the trajectories of young citizens? What to teach social sciences in secondary school? Why curricular changes in Argentina did not change classroom practices? We believe that the answers to these questions involve, though not exclusively, in the field of teacher training. Precisely, this paper aims to reflect on the characteristics of the training of teachers of History and Sociology at the University of Buenos Aires, taking account both the disciplinary aspects of the pedagogical-comment- from our students and our experience as teachers of these teaching careers. We are concerned to analyze, in particular, the presence / absence of epistemological contained in the careers of these faculties and their implications when thinking teaching.

Well Teachers Teach Well

2015 ◽  
pp. 82-102
Author(s):  
Tammy Metcalf ◽  
Liz Wrocklage-Gonda
Keyword(s):  
Meaningful Work ◽  
Well Being ◽  
The World ◽  
Teaching Careers ◽  
Teacher Mentor ◽  
First Job ◽  
Mental Well Being

No matter what field one enters, landing that first job and depositing that first paycheck is like no other feeling in the world. The excitement, anticipation, and demands of any career can be exceptionally challenging, and many people underestimate the toll that work—even meaningful work—can have on one's physical and mental well-being. This underestimation is especially true in the field of education, where many teachers in ever-expanding roles (teacher, mentor, counselor, etc.) work non-stop nine months out of the year only to find themselves physically and perhaps mentally exhausted. This chapter explores the teaching careers of college friends and how they have been able to break the cycle of Work/Exhaust/Repeat by recognizing, modifying, and preventing patterns that are ultimately harmful to their physical and mental well-being and make them less effective as educators.

Attracting the Best and the Brightest to Teach Psychology

1986 ◽  
Vol 13 (3) ◽  
pp. 107-110 ◽  
Author(s):  
David L. Cole
Keyword(s):  
Graduate Students ◽  
Teaching Profession ◽  
Faculty Members ◽  
Academic Careers ◽  
Teaching Careers

After noting that the best graduate students are eschewing academic careers, this article suggests ways that organizations within psychology could encourage the most promising undergraduate and graduate students to enter the teaching profession. Commonalities in the undergraduate behavior and attitudes of 10 successful faculty members are reviewed. The clarion call is for faculty members to encourage students who have these characteristics to seek teaching careers in psychology.

scholarly journals Current Changes in Portuguese School System

SAGE Open ◽  
2012 ◽  
Vol 2 (1) ◽  
pp. 215824401243675 ◽  
Author(s):  
Maria Helena Esteves
Keyword(s):  
School System ◽  
Basic Education ◽  
National Curriculum ◽  
The World ◽  
Teaching Careers ◽  
New Vision

About 100 teachers participated in a study and helped to understand how new reforms are faced by those who work in the field, in the particular case of the discipline of geography. The study that was done with geography teachers after 10 years of national curriculum revealed many gaps in terms of what teachers are expected to do. Only recently, some legislation has been issued to regulate the kind of training teachers do as they progress in their teaching careers. The national curriculum for basic education is a huge step in terms of being a part of the world agenda in what concerns a modern teaching and a new vision of what schools should prepare students to, but the instruments of that change (teachers) have been neglected.

Managing Childcare and Work Responsibilities: The Strategies of Married Women Primary and Infant Headteachers

1988 ◽  
Vol 36 (3) ◽  
pp. 503-531 ◽  
Author(s):  
Julia Evetts
Keyword(s):  
Young Children ◽  
Married Women ◽  
Interview Data ◽  
Women Teachers ◽  
Family Obligations ◽  
History Data ◽  
Important Resource ◽  
Teaching Careers

The article analyses the strategies that had been developed by women teachers to enable them to meet their family obligations to care for young children and, at the same time, develop their teaching careers. Using career history data from a sample of twenty-five women headteachers, from a midlands county in England, the article considers the expectations these women had set themselves with regard to certain childcare tasks and how they had managed the resources they had, in order to meet these expectations. The interview data revealed that relationships, particularly between other women teachers, were an important resource in enabling these women to fulfil their childcare expectations while pursuing their teaching careers.

scholarly journals Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia

2021 ◽  
Author(s):  
◽  
Dinath Kim
Keyword(s):  
Higher Education ◽  
Qualitative Methodology ◽  
Empirical Studies ◽  
Structured Interview ◽  
Public University ◽  
Motivating Factors ◽  
Extrinsic Factors ◽  
Intrinsic Factors ◽  
University Teachers ◽  
Teaching Careers

<p>The motivation of tertiary teachers in Cambodian higher education has not received much attention over the years. Specifically, very little is known about factors that motivate and de-motivate Cambodian tertiary teachers in choosing and remaining in their teaching careers. The purpose of the study is to investigate: 1) the factors which influenced teachers to choose teaching careers, 2) motivating and de-motivating factors associated with their teaching, and 3) motivations which may lead them to leave or stay in their teaching careers. It is important to examine the motivational factors that are influential for Cambodian university teachers in order to increase their teaching productivity so that the institutional effectiveness can be enhanced which will lead to improvement in the quality of Cambodia higher education. This research used a single exploratory case study within a qualitative methodology. The study was conducted at two departments in a typical public university in Cambodia. The data was collected through the implementation of one questionnaire that attracted 36 respondents and one semi-structured interview held with each of 8 volunteer participants. Thematic analysis was used to analyse interview data and open-ended questionnaire data. The findings of the study reveal that intrinsic factors were more important than extrinsic factors in influencing teacher motivation in becoming and remaining in teaching. However, extrinsic factors were de-motivating teachers in their teaching and may lead them to leave the profession. The findings are discussed in the context of some theories of motivation and previous empirical studies. Recommendations are made regarding strategies to be used and what further research can be undertaken to address the problem.</p>

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