A Better Future: The Impact of Early School Experiences on Teachers

Author(s):

Maureen KilleavyAnne MoloneyMarie Clarke

Conference:

ECER 2010

Network:

1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations

Format:

Paper

Session Information

01 SES 01, Influences on Teacher Identity

Paper Session

Time:

2010-08-25

09:15-10:45

Room:

AUDITORIUM XV, Päärakennus / Main Building

Chair:

Vivienne Collinson

Contribution

Research Question

This paper addresses the nature and effects of early personal school experiences on the professional identity of future teachers and the impact and interrelationship of these early experiences to their professional development. Teachers’ memories of important incidents during their schooldays, are reflected upon and the contribution of the remembered experiences to these teachers’ attitudinal dispositions, values and professional learning is explored. These experiences were often freely volunteered by both the beginning teachers and their mentors to highlight and explain their views, particularly those related to teacher student relationships, democratic values and effective learning.

Theoretical and Research Framework

Teachers’ personal experiences of school have long been acknowledged as key formative factors in their professional identity as teachers. This ‘apprenticeship of observation’ (Lortie, 1975) has been both lauded and decried for its effect on teachers future teaching styles and expectations of classroom dynamics. The emotional impacts of early experiences is also relevant, including determinations to either replicate or never repeat those senses of ‘joy’ or ‘shame’(Boler, 1999), leading some to describe teaching as essentially a moral human endeavour (Fenstermacher, 1990) requiring a strong ethic of care (Day, 2004).

Method

Methods/Research Instruments The study involved eighty two teachers taking part in a national professional development programme on induction and mentoring. Both beginning teachers and experienced teacher/mentors completed questionnaires to assess the effects and the extent of the emotional/affective impact of such incidents on their subsequent careers in teaching. Projective techniques using sentence completion were used to trigger deeply embedded memories. Individual interviews were held with a subset of the cohort in order to triangulate findings, to delve further into responses and to provide nuanced perspectives on the responses of individuals. Textual analysis was conducted on the responses in order to identify any recurring themes or pattern of responses.

Expected Outcomes

Findings Most respondents found no difficulty in recalling a number of incidents from their school days which were usually related to particular teachers and to critical incidents which were burned strongly in memory. Teachers reported on both positive and negative experiences, with a notable focus on negative experiences which were much more numerous, affecting and complex than the positive incidents they remembered. Negative incidents most commonly involved the embarrassment of a student resulting in feelings of mortification/ridicule/shame – often remembered in detail... The most common effect was a resolve was never to have this occur in their future classroom. Long-lasting bitterness was reported at times. A small number suggested that they had become more understanding of the teacher’s position over time Positive incidents tended to be of two types: (i) those that involved positive reinforcement remarks by teachers which provided long lasting encouragement for the recipients; and, (ii) incidents which awakened an enthusiasm for the study of a particular subject/areas by a really good teacher which again had a long-lasting effect. The findings are discussed in the context of research in the area with particular reference to teacher induction, mentoring, leadership and professional development.

References

References Boler, M. (1999) Feeling Power: Emotions and Education. New York: Routledge. Day, C. (2004) A Passion for Teaching. London: RoutledgeFalmer. Fenstermacher, G. D. (1990) Some moral considerations on teaching as profession. In J.I. Goodlad, R. Soder & K.A. Sirontik (eds.) The moral dimensions of teaching. San Francisco, Jossey-Bass. Lortie,D. ( 1975) Schoolteacher: A Sociological Study. Chicago: University of Chicago Press

Author Information

Maureen Killeavy

University College Dublin

School of Education and Lifelong Learning

Dublin

Anne Moloney

University College Dublin

Dublin

Marie Clarke

University College Dublin, Ireland, Republic of

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