Educational Research as Authentic Preparation for Teaching in Today’s Classroom
Location
Room 1002
Proposal Track
Research Project
Session Format
Symposium
Abstract
There are a number of researchers who are beginning to suggest that the current loss of early career teachers might be related to the lack of motivation an unrealistic preparation to teach in todays’ schools (e.g., Schutz & Pekrun, 2007; Schutz & Zembylas, 2009). The student researchers in this symposium are part of this emerging research community and have been investigating their own past experiences in schools and how these settings have impacted their professional direction and development. As such, they are in a unique position to provide insight on the construction of their teacher identities that have been shaped by their school setting experiences. The common threads in these studies are centered on motivation the students saw in their parents and teachers and how could that motivation be replicated in their future classrooms. Therefore, the participants in this symposium will add to the literature in this area by examining various past transactions with their teachers, teachers’ display of identity beliefs, teacher emotion, teacher moral and motivation and characteristics of good teaching. The research presentations are organized developmentally and use different methodological and theoretical frameworks, to provide a contextualized understanding of how the researchers past transactions with teachers’ influence their teaching and their research skill.
Keywords
Undergraduate research, STEM, Career choice, Arts based education
Recommended Citation
Tillman, Kristen; Dorminey, Stephanie; Hartman, Courtney; Williams-Johnson, Meca; and Bodur, Yasar, "Educational Research as Authentic Preparation for Teaching in Today’s Classroom" (2014). Georgia Educational Research Association Conference. 81.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/81
Educational Research as Authentic Preparation for Teaching in Today’s Classroom
Room 1002
There are a number of researchers who are beginning to suggest that the current loss of early career teachers might be related to the lack of motivation an unrealistic preparation to teach in todays’ schools (e.g., Schutz & Pekrun, 2007; Schutz & Zembylas, 2009). The student researchers in this symposium are part of this emerging research community and have been investigating their own past experiences in schools and how these settings have impacted their professional direction and development. As such, they are in a unique position to provide insight on the construction of their teacher identities that have been shaped by their school setting experiences. The common threads in these studies are centered on motivation the students saw in their parents and teachers and how could that motivation be replicated in their future classrooms. Therefore, the participants in this symposium will add to the literature in this area by examining various past transactions with their teachers, teachers’ display of identity beliefs, teacher emotion, teacher moral and motivation and characteristics of good teaching. The research presentations are organized developmentally and use different methodological and theoretical frameworks, to provide a contextualized understanding of how the researchers past transactions with teachers’ influence their teaching and their research skill.
