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U.S. graduate teacher education and ...

University of Denver., Higher Education.

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U.S. graduate teacher education and early career persistence of women K-12 teachers: Co-constructing a social cognitive narrative of professional identity /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	U.S. graduate teacher education and early career persistence of women K-12 teachers: Co-constructing a social cognitive narrative of professional identity // Ranee Boyd Tomlin.
作者:	Tomlin, Ranee Boyd,
面頁冊數:	1 electronic resource (326 pages)
附註:	Source: Dissertations Abstracts International, Volume: 70-03, Section: A.
Contained By:	Dissertations Abstracts International70-03A.
標題:	Academic guidance counseling. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3310919
ISBN:	9780549601777

U.S. graduate teacher education and early career persistence of women K-12 teachers: Co-constructing a social cognitive narrative of professional identity /
Tomlin, Ranee Boyd,

U.S. graduate teacher education and early career persistence of women K-12 teachers: Co-constructing a social cognitive narrative of professional identity /Ranee Boyd Tomlin. - 1 electronic resource (326 pages)

Source: Dissertations Abstracts International, Volume: 70-03, Section: A.

This study explores the intersection between U.S. graduate teacher education and early career persistence of women K-12 teachers. After briefly addressing the complexities of new teacher attrition, I focused my research toward one specific aspect of this issue, providing rationale for investigating the processes of professional identity construction for women completing U.S. graduate-level initial teacher licensure programs. Two interconnected questions guided the study: How, if at all, do women students of graduate-level initial teacher licensure programs perceive (1) their experiences of professional identity construction in those programs and (2) their beginning career persistence in K-12 teaching? Based on an extensive literature critique, I approached my research from the perspective of social cognitive theory, arguing that early career persistence of women K-12 teachers could be enhanced by preservice co-construction of a sense of self-efficacy as a foundation for women's professional teaching identities. This study employed qualitative narrative inquiry to discover how women licensure students made meaning of their experiences in co-constructing efficacious professional K-12 teaching identities. I collected the temporally-bound stories of eight women, within the context of two graduate-level licensure programs at a public university. I also gathered impressions of the stories' contextual setting. Conversations were recorded and transcribed. Data collection further included observation field notes and multiple artifacts. Individual participant stories were descriptively represented, and narrative themes woven into a descriptive analysis. Contextualized interpretation then provided answers to the research questions. Among essential findings, participants transcended multiple variations in self-concepts and programmatic experiences to constructively co-author professional K-12 teaching identities anchored in domain-specific efficacy around autonomous classroom instruction. Yet K-12 teaching requires comprehensive personal and collective agency. The efficacious professional identities of these women were thus incomplete, due to lack of efficacy-development experiences targeting career management and contextual and gender-related issues in teaching. Study implications accordingly suggest intentional and systematic methods by which graduate-level initial teacher licensure programs may more fully contribute to the early career persistence of women K-12 teachers. Specifically, this research calls for attention to the needs of female preservice students in co-constructing efficacious teaching identities for a profession that is personally and politically perilous.

English

ISBN: 9780549601777Subjects--Topical Terms:

3422411
Academic guidance counseling.
Subjects--Index Terms:

Career persistence

U.S. graduate teacher education and early career persistence of women K-12 teachers: Co-constructing a social cognitive narrative of professional identity /
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