Teachers' Perceptions of Their Personal and Professional Development [electronic resource] / Paul R. Burden.
This study examined the perceptions of 15 elementary school teachers on their personal and professional development. In focused interviews, they were asked their perceptions of the characteristics of their personal and professional development and of the major influences on that development. The tea...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1981.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED210258 | ||
| 100 | 1 | |a Burden, Paul R. | |
| 245 | 1 | 0 | |a Teachers' Perceptions of Their Personal and Professional Development |h [electronic resource] / |c Paul R. Burden. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1981. | ||
| 300 | |a 29 p. | ||
| 500 | |a ERIC Document Number: ED210258. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the Midwestern Educational Research Association (Des Moines, IA, November 20, 1981). |5 ericd. | ||
| 520 | |a This study examined the perceptions of 15 elementary school teachers on their personal and professional development. In focused interviews, they were asked their perceptions of the characteristics of their personal and professional development and of the major influences on that development. The teachers' experience ranged from 4 to 28 years. The most striking finding was the evidence for stages of teacher career development. The teachers described different characteristics during identifiable periods in their careers. Developmental changes seemed to occur in an ordered, hierarchical sequence with each year characterized by different types of changes. The changes occurred gradually and were cumulative. Distinct characteristics were displayed in the first year; the second, third, and fourth years; and the fifth year and beyond. At each phase or stage, there seemed to be an increase of knowledge, leading to a change in attitude, which increased ability, and subsequently changed job performance. The major influences on professonal development were other teachers and prior contact with children. Recommendations arising from this study are provided in the areas of: research, undergraduate teacher education, graduate teacher education, inservice teacher education, and supervision and administration. (JD) | ||
| 650 | 0 | 7 | |a Attitude Change. |2 ericd. |
| 650 | 1 | 7 | |a Developmental Stages. |2 ericd. |
| 650 | 0 | 7 | |a Elementary School Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Individual Development. |2 ericd. |
| 650 | 0 | 7 | |a Job Satisfaction. |2 ericd. |
| 650 | 0 | 7 | |a Maturity (Individuals) |2 ericd. |
| 650 | 0 | 7 | |a Peer Influence. |2 ericd. |
| 650 | 0 | 7 | |a Personality Development. |2 ericd. |
| 650 | 0 | 7 | |a Self Concept. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Attitudes. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Characteristics. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Experience. |2 ericd. |
| 650 | 1 | 7 | |a Teaching (Occupation) |2 ericd. |
| 650 | 1 | 7 | |a Vocational Adjustment. |2 ericd. |
| 650 | 1 | 7 | |a Vocational Maturity. |2 ericd. |
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