学校选择,教师的工作和专业身份
Andrene J Castro1, Huriya Jabbar2, Sebastián Núñez Miranda2
1Virginia Commonwealth University.
概括
在学校选择的环境中,教师在求职期间在不断变化的专业身份中进行导航. 他们对就业能力的关注和市场的看法会影响他们如何呈现自己,从而导致灵活的身份谈判.
科学领域:
- 教育政策 教育政策
- 教育社会学教育的社会学
- 教师专业发展教师专业发展
背景情况:
- 教师的专业身份塑造了职业道路的决定,包括学校部门的偏好.
- 市场化和学校选择改革正在改变教师的职业身份.
- 关于教师如何在选择繁重的环境中在求职期间重新谈判职业身份的研究有限.
研究的目的:
- 探索教师在求职过程中如何谈判和重新谈判他们的专业身份.
- 了解学校选择环境 (如特许学校) 对教师身份的影响.
- 检查就业能力和就业市场观念在塑造教师身份呈现中的作用.
主要方法:
- 对德克萨斯州圣安东尼奥的46名教师进行了定性采访.
- 这项研究重点关注一个有着大量特许学校存在的地区 (超过25%的学生).
- 数据分析探讨了教师在求职期间的经历和决策.
主要成果:
- 求职是教师评估和调整他们专业身份的关键时刻.
- 学校选择的背景使教师职业身份的灵活性和流动性合法化,使部门之间的移动成为可能.
- 雇佣能力和市场的看法显著影响了教师如何战略性地呈现他们的专业身份.
结论:
- 教师适应他们的专业身份,以与就业市场的需求和学校选择系统中的机会保持一致.
- 追求就业可能会导致教师接受与其核心价值观不一致的职位.
- 这些发现对教师教育计划和管理教师劳动力的政策有影响.
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