Session Information
10 SES 04 E, Cooperative learning and Career Satisfaction
Paper Session
Contribution
In recent years, Many scholars have noticed that teachers are found no active participants while they should have been. In this setting, quite a few scholars get started with research on the significance of the teacher’s initiative. This paper supposes that it is the fact that teachers couldn’t find a strong sense of meaning in career that is the fundamental cause of the teacher’s lack of motivation.
“Meaning” refers to people’s understanding of the value in self-existence and it is the concept conferred on self-existence. Based on the study findings of many scholars, teachers sense of meaning in career is based on the following three parts: opportunities for teachers to take initiative, the path to fulfill their initiative, recognition of the value from their initiative action.
This paper will, taking Primary School Z for an example, carry out its research in the following three aspects.
Firstly, individual teachers lack the motivation to take initiative, because of rely on the school administrators too much. The school resource allocation and diversion are largely determined by the school bureaucratic system, which has dramatically favored the development of the school power network. Teachers’ overdependence on their school regulations and administration constitute the existing room for initiative.
Secondly, school regulation design fails to provide opportunities for teachers to take initiative. Specific analyses on School Z’s regulations and the main resource allocation mode, conclude that the power network manipulates teachers’ performance, causes the formation of discipline and consequently leads to the loss of opportunities for teachers to take initiative.
Lastly, teachers don’t find their performance of taking initiative adequately recognized by school. The "assessment" systems for performance, title and promotion suggest the fact that the school has ignored the teacher’s personal experience, and manipulates teacher’s active. In this setting, it is hard for teachers to have their value recognized.
This paper, based on the above analyses, concludes that, the teacher’s initiative existence, fulfillment and value are all controlled by school knowledge-power interactive network and this makes it impossible for teachers to produce a sense of meaning in career. Therefore, the current situation cannot be changed until efforts are made to break the school knowledge-power interactive network. Specifically, schools should endeavor to have its various systems formulated through decentralization, and try to eliminate the negative impact from bureaucracy, normalization and standardization, which can create more opportunities for teachers to take initiative and enjoy more sense of meaning in career life.
Method
Analyze in theory and practice,taking Primary School Z for an example.
Expected Outcomes
This paper, based on the above analyses, concludes that, the teacher’s initiative existence, fulfillment and value are all controlled by school knowledge-power interactive network and this makes it impossible for teachers to produce a sense of meaning in career. Therefore, the current situation cannot be changed until efforts are made to break the school knowledge-power interactive network. Specifically, schools should endeavor to have its various systems formulated through decentralization, and try to eliminate the negative impact from bureaucracy, normalization and standardization, which can create more opportunities for teachers to take initiative and enjoy more sense of meaning in career life.
References
Discipline & Punish;The Birth of the Prison(福柯:规训与惩罚); Who Controls Teachers Work? Richard M. Ingersoll; 杨国荣.成己与成物:意义世界的生成[M].人民出版社.2010.7
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