Teaching Occupation Research Articles

A Comparative Analysis of Influences on Choosing a Music Teaching Occupation

The purpose of this study was to compare motivations and influences of high school music students who express an interest in a career in music teaching and those who do not. A previous survey was adapted for the study and administered to a pre-college population that included musicians who stated a preference to pursue music teaching or other music careers and musicians who stated a preference for other nonmusic occupations. Items were analyzed using a discriminant analysis of principal components (DAPC) data reduction strategy, which used a principal components analysis as a first step to determine item loadings onto orthogonal components. The three occupation groups (music teaching, other music, and other nonmusic) were then compared using a discriminant analysis of the resulting components. The model correctly classified 69.8% of cases, with one significant component primarily separating both music groups from the nonmusic career group and three additional significant components separating the music teaching group from the other music careers group. Using this model, the choice of an occupation appears multidimensional, and discrete sources of influence (e.g., music teachers and music teaching experiences explored in prior studies) are not necessarily individually predictive of the overall choice to pursue music teaching.

Occupational anxiety and self-efficacy levels among prospective teachers

<span lang="TR">This study examined the relationship between occupational anxiety and self-efficacy levels of prospective teachers enrolled in pedagogical formation training certificate program at the faculty of education in universities under the Council of Higher Education to teach in secondary schools and high schools in Turkey, and evaluated them based on diverse variables (gender, department, high school type, educational level of parents). It was a descriptive study using survey model. The study group comprised 236 prospective teachers. Research data were gathered through “Teaching Occupation Anxiety Scale” and “Teachers’ Sense of Efficacy Scale”. </span><span lang="EN-GB">The study concluded that the prospective teachers’ anxiety about the teaching profession was low, whereas they had high occupational self-efficacy, and there was a moderate, negative relationship between the two variables. The study also found that occupational self-efficacy levels of the participants differed in relation to the educational level of father.</span>

CÁC HÌNH THỨC BỒI DƯỠNG PHÁT TRIỂN NGHỀ NGHIỆP GIÁO VIÊN Ở MỘT SỐ NƯỚC VÀ BÀI HỌC CHO VIỆT NAM

CÁC HÌNH THỨC BỒI DƯỠNG PHÁT TRIỂN NGHỀ NGHIỆP GIÁO VIÊN Ở MỘT SỐ NƯỚC VÀ BÀI HỌC CHO VIỆT NAM

Relaunching teaching occupation

ABSTRACTAlmost 3 years ago, Hocking (2016) introduced a special section on Teaching Occupation in the Journal of Occupational Science. As she noted, two of the main driving forces to include this section were Florence Clark’s (2006) advocacy, as a founder of occupational science in the USA, to actually teach occupation if we hope to fulfill the promise of this science and guard against its fragmentation and Ann Wilcock’s educational vision as founder of the journal. As 2019 unfolds, the journal is reinforcing the invitation for submissions to a renamed section, Learning and Knowing Occupation. Submissions may focus on one or a combination of topics related to learning occupation, teaching occupation, and cultural, gendered, or other ways of knowing occupation based on particular ontologies and epistemic traditions. Citations from previous submissions to this section of the journal are used to stimulate submissions on Learning and Knowing Occupation. Inquiries to the Executive Editor are welcome.

English

This study investigated the occupational concerns of pre-service teachers attending to education faculties. Effects of some demographical variables including gender, department, grade and socio-economic status on pre-service teachers’ occupational concerns were also examined. The study was a survey in which 650 pre-service teachers from four different education faculties participated in. To collect data ‘Occupational Concern Scale-OCS’ was used. Data were analyzed with descriptive statistical techniques including arithmetical mean, standard deviation and percentage. To find out whether the opinions of participants on occupational concerns differed according to research variables t-test and ANOVA was used. Results indicated that participants are moderately concerned about teaching occupation. Comparative analyses showed that there was a significant difference between groups in terms of gender, SES and department, but no differences were seen in grades of participants. Results imply that participants who are female, from low SES and Turkish language teaching are more concerned about the teaching occupation. In the end, it was concluded that Turkish pre-service teachers have occupational concern to some degree. Key words: Pre-service teachers, occupation, concern, demographical variables.

Editörden

Bu arastirmanin amaci Egitim Fakultesi ogrencilerinin ogretmenlik meslek derslerine yonelik dusuncelerinde ortuk programin etkilerini tespit etmektir. Arastirma nitel bir durum calismasi olup, veriler Uludag Universitesi Egitim Fakultesi Resim-is ve Muzik ogretmenligi Anabilim Dalinda ogrenim goren 12 son sinif ogrencisi ile yapilan gorusme ile toplanmis ve betimsel analiz yaklasimi ile analiz edilmistir. Arastirmada ogrencilerin ogretmenlik mesleginin onemli oldugunu kabul etmekle birlikte, genelde ogretmenlige olumsuz baktiklari, alan derslerine daha fazla ilgi gosterdikleri, ogretmenlik meslek derslerine giren ogretim elemanlariyla iletisim kurmada problem yasadiklari ortaya cikmistir. Ayrica ogrenciler alan ve ogretmenlik meslek derslerinin birbirinden tamamen kopuk olarak islendigini dusunmektedirler. Arastirmada elde edilen veriler isiginda anabilim dallarinin ortuk programi temel hatlariyla ortaya konularak ogrencilerin ogretmenlik ve ogretmenlik meslek derslerine yonelik dusuncelerinde ortuk programin etkisi aciklanmistir.

Educational work: the educational boundary politics of making ‘citizens’

Contemporary global transitions are remaking education as a social institution and re-positioning educators in a lifelong learning political order. In this paper, I reflect on a research project that investigated the teaching occupation in learning societies in order to explain the concept of ‘educational work’: the form of labour that makes, orients and enacts spaces, which yield learning and build citizen capabilities. I report on a case study of educational work in a global-national lifelong learning space, a small private training provider in Melbourne to illustrate this analysis. The analysis reveals how educators formed, supported and secured an educational space for learning, and its effects on citizen capabilities. I argue that the transition from the political order of public education re-frames and reforms education and the labour of educating that historically formed citizens but it does not dissolve educational work, or the importance of securing citizen capabilities. Understanding ‘educational work’ as a practice of governing and a contradictory process of making ‘subjects’ and ‘citizens’ reframes the debate about ‘education’ and ‘training’ and highlights its continuing importance as a means of securing democratic politics.

The Social Dynamics ChannellingLatina College Graduates into the Teaching Profession

Sociologists examine the persistence of occupational sex segregation in two primary ways, vertically (within occupations) and horizontally (across occupations). Feminist scholars analysing gender and race inequality within work organizations have used ‘glass escalator’ and ‘glass barriers’ to document men's experiences in occupations where women concentrate, falling under the vertical epistemology. These race and gender theories are crucial to our understanding of workplace inequities, but they only address privilege or discrimination once women have entered or try climbing the work organization. Based on interviews with 40 Latina teachers in Southern California, this paper examines the point of occupational entry, and explains why college‐educated Latinas, the daughters of working‐class Latino immigrants, are disproportionately entering the teaching profession in the United States. We suggest that Latinas are socially channelled into the teaching occupation, and show how collective family considerations inform agency and occupational decision‐making for these women, resulting in a type of glass ceiling shaped by family and social class. The paper concludes with a discussion of the implications of collective‐informed agency for future studies of upwardly mobile Latinas in the professions.

É atrativo tornar-se professor do Ensino Médio no Brasil?: Evidências com base em decomposições paramétricas e não paramétricas

Neste artigo avalia-se a atratividade da ocupação de professor do Ensino Médio, tal como expressa por diferenciais salariais entre essa categoria de professores e três grupos de comparação. Os dados provêm da PNAD, anos de 2006 e 2009, e as metodologias empregadas são a tradicional decomposição de Oaxaca-Blinder e uma alternativa não paramétrica proposta por Ñopo (2008), que decompõe em quatro termos o diferencial total, destacando o diferencial dentro de um suporte comum de características observáveis. Os resultados indicam que professores do Ensino Médio possuem diferencial de remuneração favorável, porém decrescente, quando comparados a funcionários públicos e empregados do setor privado. Além disso, e de modo mais preocupante, em comparação a profissionais com qualificação semelhante, a situação é desfavorável aos professores, e mostra deterioração de 2006 para 2009. Resultados obtidos utilizando ambas as metodologias indicam que este último diferencial em grande medida não é atribuível às diferenças nas distribuições de características individuais, mas muito mais à parcela não explicada, o que pode representar baixa valorização social de professores ou diferenciais de produtividade pré-escolha ocupacional ou pós-escolha ocupacional. Qualquer que seja a razão, o déficit de remuneração no mercado de trabalho docente pode ser um dos fatores explicativos do baixo interesse de jovens talentosos pelas licenciaturas com potenciais impactos negativos sobre a qualidade do aprendizado dos futuros alunos.

Problems Faced by Female Teachers at Primary Level in Khyber Pakhtunkhwa Pakistan

The schooling structure of Pakistan, in terms of quality education and knowledge having the lowest ranking position in the globe. Several reasons can be held to blame for this state of affairs.i.e the quality of learning and competency level of both students and teachers in Pakistan is among the poorest in the region. One of the reasons is the low level of educational qualifications required to become a primary school teacher. Another is the quality of teacher certification programs, which suffers from the lack of adequately trained trainers, little emphasis on teaching practice and non-existence of proper support/monitoring system for teachers. Teacher and its role is one of these rudiments. Because teacher is key part of the schooling and learning progression, which faces diverse tribulations owing to which they cannot play their roles efficiently in the education process. This ongoing text is based on a systematic analysis of the on hand text, decisively analyses the tribulations faced by female primary school teachers in the Khyber-Pakhtunkhwa Pakistan. Conclusion of this present on hand study reveals that teachers are not as much should be provoked towards teaching occupation, due to their appointments, transfers, place of posting and individual promotions, rapid rate of bribery and political affiliations and interference relatively than on merit. In many cases female teachers are appointed in inaccessible areas, where they not only faced with lodging and transport tribulations. The on hand study in additional establish that female teachers are overburdened with additional classes due to lack of teaching staff in primary schools, especially on one side female teachers face huge shortage of teaching and learning resources in schools and on the other side there are smaller amount proficient development opportunities for all teachers especially for female teachers. These few mentioned factors have very much affected the procedure of schooling and education in schools. The on hand study recommends that the problems of female teachers could be resolved to somehow by establishing an atmosphere of faith and intensification the system of answerability, on condition that schooling and education assets to female primary schools, providing ongoing proficient advancement opportunities and incentives to those devoted female teachers, making transparent appointments system and making clear promotions procedure just on merit, making arrangement for providing enough teaching and non teaching staff to female primary schools and rooting out the evil of political interference and involvement

Those who Understand: Knowledge Growth in Teaching

Este articulo fue un discurso presidencial en la reunion de America Educational Research Association de Chicago el ano 1985. -- Curioso sobre el por que el publico a menudo tiene una baja opinion sobre el conocimiento de los profesores, Shulman observa la historia de evaluaciones docentes. En la segunda mitad del 1800, las evaluaciones para quienes deseaban ensenar se basaban casi por completo en contenido. Para el ano en que el autor escribe el articulo, en 1985, la evaluacion era completamente distinta. En lugar de enfocarse en contenido, se enfocaba en topicos como planificacion de clases, sensibilizacion cultural, y otros aspectos de la conducta docente. Mientras los topicos usualmente tenian raices en la investigacion, claramente no representan el amplio espectro de habilidades y conocimientos que un docente necesita para ser efectivo. Mas especificamente, para los anos 80', la evaluacion docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preocupaba por la pedagogia.

Are Teachers Professionals? Analysis of the Professional Status of US Teachers

In the United States, those who teach currently face opposition from a variety of sources that seek to weaken the professional status of teachers. This article seeks to better understand what it means to be professional and analyzes the teaching occupation for indicators of professional status. This analysis finds that even though teachers exhibit many qualities of professionals, their inability to claim specialized knowledge in a language that separates them from the lay public results in a weakening of their professional status that opens teachers to interference from education outsiders.

Male routes to a teaching career: motivations, market constraints and gender inequalities

The aim of this paper is to contribute to our understanding of the gender influence on teaching choice. We analyze a large-scale national representative sample of Italian teachers. The choice to teach seems to be more a long-term pathway for women, following their personal values and interest in the intrinsic and altruistic values of teaching. Men, instead, show a more adaptable pattern of choice: chance and switching career played a relevant role in determining their ending up in teaching. ‘Males in a feminized environment’ present an intermediate profile, characterized by stronger constraints due to previous studies and consequent weak labor market opportunities. Our analyses support the idea that men found their pathways to gaining satisfaction from the occupation of teaching, thanks to its flexibility. This is an ambiguous result from a gender perspective: reassuring but also worrying, considering that the adaptation could contribute to the reproduction of gender inequalities within the teaching profession.

Occupational Differences Between Alzheimer’s and Aphasic Dementias

We aimed to determine whether there is an association between teaching and the development of progressive speech and language disorders (SLDs). Occupation was compared between 100 patients with a progressive SLD, 404 patients with Alzheimer's dementia, and the 2008 US census. In SLDs, the most common occupation was teacher (22%) versus 8% in Alzheimer's dementia. The odds ratio (OR) of being a teacher in SLDs compared to Alzheimer's dementia was 3.4 (95% confidence interval [CI] = 1.87-6.17). No differences were observed in the frequency of other occupations. The frequency of teachers was higher in SLDs compared to the US census, OR of 6.9 (95% CI = 4.3-11.1). Farming, forestry, and fishing occupations were more frequent in SLDs compared to the US census. We identified an association between progressive SLDs and the occupation of teaching. Since teaching is a communication demanding occupation, teachers may be more sensitive to the development of speech and language impairments.

Prevalence of Dental Caries Among Paediatric Patients in Holy Family Red Crescent Medical College Hospital

A cross sectional, descriptive study was done to find the incidence of dental caries among paediatric patients by age, oral hygiene and correlation to the parent's occupation, education status. Total 400 children aged 2-12 years who attended the Holy Family Red Crescent Medical College Hospital, Dhaka during the study period were included in the study. Among them the number of boys and girls were 194 (48.5%) and 206 (51.5%) respectively. The children of 6-7 years old had the highest caries score both for primary and permanent teeth. It indicated that children at this age group were more vulnerable to dental caries. It may be because they were too young to take care of their teeth at the same time their parents may not aware about the information regarding eruption time of permanent teeth in the mouth. The study results also revealed that parent's occupation had a great impact on their oral hygiene status where the business and teaching occupation had a negative and positive influence on their children respectively. Therefore, education may have a great role about maintaining better life-style.

ÖĞRETİM ELEMANLARI VE SINIF ÖĞRETMENİ AD

By the globalization, it has been accepted that common education institutions’ one of the main goal is growing up individuals who use and process information and who open to new ideas (Numanoglu, 1992; Tezcan, 1997). Teachers have important roles in organize education according to the needs of the era. The role of teachers is being individuals who can adapt to changing requirements of students and society and who have different perspectives towards society’s problems (Ada and Unal, 2004). In this perspective, developing pre-service teachers according to the needs of the era should be the main aim of the education faculties and universities. To make the education faculties more functional, academic programs, projects and courses including social sensitivity should be given place. The pioneering examples of Community Service Application (CSA) Course were first seen in 1800s by social reforms. It takes its bases from educational reforms done by John Dewey et al. in Chicago University in 1900s (Titlebaum, Williamson, Daprano, Baer and Brahler 2004; as cited in Flecky, 2011:5). Dewey (1930) emphasized that lots of factors affect individual’s social life. Since social environment shape personality, general content of education should be toward individual’s social requirements. Education programs which take social issues as a content were prepared by Professor Herman Schneider. The first projection of CSAs in Turkey is Village Institutions. Education which is one of the most efficient instruments has a key role in developing of both individual and society. One of the main goal of the education is to deterimine how individual, society and world form (Yesilyaprak, 2006). When these are taken into account, in Turkey, CSA took place as a course in education programs according to the changes in The Higher Education Law 2547. CSA course is taken by the students in the 3rd year (6th semester) in Education Faculties and the course is composed of 1 theoretical and 2 application class hour in a week (M.U., 2009). One of the main objectives of education is developing individuals according to social requirements and placing developed individuals to the society (Musolf, 2001: 286). Since teaching occupation is a profession which requires social responsibility, it is thought that CSA course will have reasonable attributions to the students. This study aims to detect the pre-service elementary teachers’ and trainers’ views about CSA course. According to this aim, following questions are tried to be answered; In this study, Community Service Applications in Primary Education Undergraduate Program was evaluated according to the views of pre-service teachers and instructors. It was used mixed methods in this study. At the first stage of the study, one of the qualitative study methods, “Phenomenology Design” pattern was used to define instructors’ views about CSA in Primary Education Department. At the second stage, to define the pre-service teachers’ views about CSA, a scale was applied to them. The population of the study is composed of the instructors who work in 2010-2011 academic year spring semester in Canakkale Onsekiz Mart University and the pre-service elemantary teachers who are studying at Canakkale Onsekiz Mart University during the 2010-2011 academic year. In this study mixed methods was used. Both quantitative and qualitative data were used together; therefore tringulation method was used as data collection method. In the first level of the study, since it was aimed that instructors evaluate CSA by their own expressions, a semi-constructed and nondirective interviewing technique was used. While analyzing data “descriptive analysis” and “content analysis” approaches were used. At the end of the analysis of the data collected at first stage, it was detected that instructors encounter with some problems during CSA course and they consider CSA course important for students’ personal and social development. At the second stage, by the help of the analysis of data collected from the scale, it was found that pre-service teachers are faced with some problems during CSA, however they perceive CSA positively

Vocational teachers’ identity formation through boundary crossing

Vocational teachers’ prior occupational experiences are construed as those that will guarantee high-quality teaching in vocational education, although individuals are no longer required to have formal teaching qualifications to be employed as teachers in Sweden. This lack of strict requirements raises the issue of the preparedness of vocational teachers to teach their subject matter. Drawing on a socio-cultural understanding of identity, and based on twenty semi-structured interviews with vocational teachers in different subject areas, this article addresses vocational teachers’ identity formation through boundary crossing; these individuals cross boundaries between the community of the prior occupation’s practice, the teaching occupation and the community of teacher training. The analysis illustrates how teachers who manage to balance their teacher identities with their occupational identities by maintaining their participation in the different communities seem to be the best prepared to teach their vocational subjects. As many of those we interviewed do not manage to keep such a balance, we argue for the need for in-service training for vocational teachers to help them keep up to date with, participate in and continue to belong to the communities of their former occupations.

Transitioning to teacher: uncertainty as a game of dramatic hats

Nathalie’s experience of becoming a teacher demonstrates how a counter-narrative contributes to negotiating dominant discourses that propagate stories of uniformity and reinforce the status quo within the teaching profession. By offering an alternate perspective of teacher culture as a liminal space, uncertainty symbolizes Nathalie’s transition to teacher, moving between inquiry notions of teacher education and apprenticeship traditions that continue to define field experiences, in this case, as the antithesis of a progressive practicum experience, highlighting interruptions and instances of regress. Based on Nathalie’s story, existing practices in teacher education may be reconceptualized in terms of identity formation, emotions and surveillance in teacher education to raise awareness about the stresses of the teaching occupation and to establish within teacher culture alternate perspectives about the profession.

From ‘civilising the young’ to a ‘dead-end job’: gender, teaching, and the politics of colonial rule in Hong Kong (1841–1970)

The feminisation of teaching is an important topic in education and gender studies. Discussions have been enriched by comparative and international studies as well as a gendering perspective in which a complicated view of the role of the state has emerged. In colonial Hong Kong, although the government was limited in its support of teacher training, its strategic control was not ineffective. Through regulating the teaching force, the colonial regime was instrumental in training women to help civilise the young and in creating a dead end job – that of a ‘primary school teacher’. It also constantly (re)constructed the nature and role of ‘Chinese teacher’ and ‘Chinese women’. By revealing some seldom-explored strategies and disrupting the fixed meanings of ‘Chinese teacher’, ‘Chinese women’, and ‘primary school teacher’, this paper unravels the intervention and (re)invention of the colonial regime in the teaching occupation and probes their implications for a patriarchal society.

THE MOTIVATIONS TO ENTER TEACHING BY AGE RELATED CAREER STAGE AND CERTIFICATION PATH

In this research I compare the motivations to enter the teaching occupation among 49 novice teachers who participated in traditional and alternative preparation programs to explore the influence of age and career stage on the decision making process. Early career entrants in both groups were more likely to cite the subject specialty as a reason to enter the occupation but only mid-career traditionally certified teachers included social concerns as a motivator. Overall, twice as many alternatively certified teachers cited the opportunity for a stable career as a motivator than did traditionally certified teachers.