The main purpose is to determine whether or not the modern teacher has developed a well-integrated personality and to locate traits that are most in need of correction.

Changing patterns of immigration have caused schools in the U.S., which previously encountered few to no English Language Learners (ELLs), to see classrooms filled with many ELLs (Massey & Capoferro, 2008; Walker et al., 2004). Existing research on teaching ELLs focused heavily on the work of pre-service or early years educators’ teaching in secondary or post-secondary settings (de Courcy, 2011; Flynt, 2018; Rahman et al., 2018). This study uncovered the teacher lore of four veteran teachers of ELLs employed at a Title I, urban elementary school in the Rocky Mountain region. Data collection and analysis utilized techniques of narrative research, with a priori coding based in Bandura’s (1989) theory of reciprocal determinism (Clandinin & Connelly, 2000; Kim, 2016). The stories shared by these experienced educators revealed nine categories of teacher lore about the reality of teaching ELLs. Based on the lore revealed, this study concludes that 1) teachers need the freedom to exercise their professional judgment when teaching ELLs, and 2) the amount of resources available directly influence what any teacher can accomplish. The findings of this study apply to other teachers of ELLs, professionals interested in designing teacher-led, context based professional development, and policy makers interested in improving academic outcomes for ELLs (Marlowe, 2006).

This project was designed to discover a possible correlation between the theories surrounding teacher efficacy and Abraham Maslow's Hierarchy of Needs (1943). Teacher efficacy is a sense of confidence that teachers have in knowing that teachers can truly make a difference in the lives of their students. Maslow's Hierarchy of Needs (1943) theory was a concept created which explores five levels of life needs. These needs are illustrated in the form of a pyramid and allow for the understanding and development of Self-Actualization, or one's greatest potential. The foundation for this research was the hypothesis that if teachers have a high level of efficacy as well as a focus on the desired level of achievement, known as self-actualization, found in Maslow's Hierarchy of Needs (1943), then they would have an optimal learning environment for their students. This study was conducted by administering two surveys to ten teachers located in Florida, Pennsylvania, and New York. The surveys were made up of approximately twenty questions each, with one in regards to teacher efficacy, and the other referencing self-actualization. The surveys were completed anonymously, and then analyzed to research if one's level of teacher efficacy and focus on self-actualization enhanced their teaching environment. The correlation for these two views relates to the attitudes and perceptions teachers have on themselves and their abilities. At times, teachers who have a positive . outlook on education, believe in the potential of their students, and create classroom environments that integrates the strengths of each child are also confident, optimistic individuals who focus on achieving their best life. The potential allows for a dedicated, encouraging, and respectable role model for students.

This study aims to provide inexperienced social studies teachers with guidance on the complex issue of social science teachers approach to the subject and the pluralistic dilemma of values. The extent to which one can express one ́s own view of society and the development of society. The three questions this study wants to find answers to are: How do experienced social studies teachers experience that they balance and have balanced value neutrality and values during their professional years? What experienced social studies teachers feel has shaped their understanding and view of the subject? To what extent do teachers feel that their view of society has been given space in their teaching? The method used is life story where the experiences and interpretations of experienced teachers are in focus. It is a hermeneutic approach where the researcher, based on his own prior knowledge, has interpreted the teacher interpretations. The theoretical framework is based on various approaches such as subject biography, reflective practitioners, practical vocational theory, front-line bureaucrats and the wisdom of practise.  The study shows that teacher build up an occupational safety that makes them more independent from control documents. They have a complex understanding of the dilemma and they found a pragmatic path to cope with it. The path is constructed from their own subject biography. But social studies teachers have a unique ability to reflect and argue that their choices could possibly be problematic. Like previous research, this study confirms the view that teacher get more independent the more experienced they get. Further I found that social studies teachers have a complex contextual understanding of society and the democratic dilemma of values. They can change their view in what is important depending on how society develops. The continuity is characterized by their own practical vocational theory that is built on their subject biography. The subject biography is formed during their early years when they were growing up. They notice in one way the benefits that taking in their own perspective and values in the classroom education, but they reflect when and why it could be problematic in another way.

The inability of school leaders to staff the classrooms with qualified teachers and to retain them in the classrooms is a major educational concern. The failure to retain teachers hinders learning, disrupts program continuity, and affects of expenditures for recruiting and hiring (Shen, 1997). Few research studies investigate why new teachers decide to remain in the teaching profession and fewer studies examine why experienced teachers have continued in the field. Little is known about what experienced teachers think about their profession and what internal or external factors persuaded them to remain in teaching. Insight gained can provide better understanding of what motivates them to stay, and it may prove effective in guiding policies for retention. Grounded theoretical investigation, examined why experienced teachers choose to remain in an exurban school district. Interview data were collected from 25 experienced teachers with 10 years of teaching experience in the school district. The results of the study revealed that experienced teachers are motivated primarily internally but need external approval; they perceive their self-image as a teacher from the success of their students, the collegiality of fellow teachers, and from the pride of their families; they believe that school leadership can positively affect teacher retention; they believe that in the school atmosphere, interactions with students and colleagues positively affect teacher retention; and they believe that professional staff development has a positive and negative effect on teacher retention. These findings lead to significant implications and recommendations for schools and school districts. At the school level, school leadership plays a major role in teacher retention. Teachers appreciate administrators who provide them with opportunities for self-fulfillment, growth, and development; time for teacher-student interactions; and collaboration with their colleagues. It is imperative that school districts provide teachers with continuous staff development, competitive salaries, and salary increases to meet the demands of the economy. It is also vital for schools and school districts to value the voices of experienced teachers as an avenue to recruitment and retention. The information gathered from this research may be instrumental in improving working conditions that may encourage teacher retention. / Ph. D.

No description available.

Effective ELL teaching and learning is profoundly influenced by the teachers' personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teachers' reflection on their personal and professional experiences with ELLs for self-discovery over years (Cirocki & Farrell, 2017) so that they can further reflect for their future actions with ELLs (Burns & Bulman, 2000; Farrell, 2007; Farrell & Vos, 2018). Data analysis revealed the teachers' different strengths and needs in working with ELLs. Four major dimensions (language, culture, culturally and linguistically sensitive pedagogy, and collaborative community) were identified as critical to effective teaching of ELLs and preparation of second language teachers.

What do history teachers teach about? How do they represent it? Why do they choose to teach the way they do? The main purpose of this study is to analyse what teaching patterns and strategies history teachers in lower secondary schools use in their history teaching for pupils aged 13-16. An additional aim is to get hold of how teachers transform their knowledge and experiences into history teaching. The results are then compared to previous research concerning teaching strategies for history teachers in upper secondary schools. The language the teachers use when they talk about their teaching is also compared to the language found in the field of history didactic research.   Through interviews with five experienced history teachers in two different school contexts their own speech about what they regard as the aim of the teaching of history, what they choose to teach about and what methods they use in history teaching make the foundation for this empirical study. It is the teachers’ words about their own practice, i.e. the thought processes of experienced teachers that are in focus.   Although the study is based on the method of semi-structured qualitative interviews and in some aspects can be regarded as a Grounded Theory study, one theoretical point of view is developed from the thoughts around transformation of the subject history. It concerns how the teachers approach history teaching and what factors the teachers talk about as the main factors of influence.   The study shows both similarities and differences between the teachers’ teaching patterns and strategies as well as between the teachers at lower secondary schools compared to those who teach at upper secondary schools. There seem to be individual patterns for each teacher where their subject matter competence alongside with their personal experiences and interest for the subject history are factors that seem to influence the way the teachers teach. The pupils are one main factor that seems to be important for the teachers in lower secondary schools, as is the use of the national curriculum when planning their teaching. Concerning transformation the question about what methods to use is observed to be the most central. The didactic why, what and how-questions in history teaching are found to be intertwined, and together they build what can be viewed as a teacher’s subject didactic teaching pattern. There are only hints that some of the teachers have developed more sustainable and consequent strategies for their history teaching. One result is that teachers, although they in some sense talk about historical didactic concepts, lack a historical didactic vocabulary to talk about their teaching. / Baksidestext Vad väljer historielärare att undervisa om, vilka metoder används och varför gör lärarna de val de gör? I denna studie intervjuas fem erfarna högstadielärare i två olika skolkontexter. Lärarnas tal om vilka mål, vilket innehåll och vilka metoder som har varit mest centrala under deras senast genomförda historieundervisning ligger till grund för en beskrivning och tolkning av den didaktiska processen där lärare omformar sina ämneskunskaper och erfarenheter till konkret undervisning. De termer och begrepp lärarna använder när de talar om sin historieundervisning är liksom de omformningsfaktorer som påverkar lärarna i den didaktiska processen också av intresse. Resultatet visar att lärarna har funnit särskilda sätt att hantera skolämnet historia vilka kan betraktas som en lärares undervisningsmönster eller, i de fall där mönstret är mer varaktigt och sammanhållet, kan benämnas undervisningsstrategi. Studiens resultat visar både likheter och skillnader mellan lärarna, samt i jämförelse med tidigare studier av gymnasielärares undervisningsstrategier. Det språk lärarna använder liknar snarare den vokabulär som syns i läroplaner och läroböcker än det språk som används i historiedidaktisk forskning.

<p>The aim of this study has been to investigate, through the narratives of ex-perienced teachers, insights and strategies in the teaching of history in upper secondary school. Based on a flexible grounded theory, life history and theories of pedagogical content knowledge, seven experienced history teachers have been interviewed about their conceptions of history teaching.</p><p>Development of insights into history teaching and the formation of knowledge can be described as involving both a refinement of practice and more revolutionary turning points. These insights emphasize that good knowledge of the subject is central for legitimacy and creativity. History teaching in Sweden is described as increasingly international and contem-porary, and focussed on students’ learning from various points of view. Varied teaching is stressed with the teacher in centre and also being able to take the role of arranger. Of importance is also the handling of teaching in history as a foundation course as well as an advanced or specialized course.</p><p>Influences from other subjects have had a diverse impact at the same time as personal interests and experiences, as well as external influences, have been important for the development of strategies. History teachers’ teaching strategies may be described in terms of 1) multiperspectivity, where different points of view and interpretations of history are central; 2) narrative history, where through both major and minor stories, a chronological structure and animation of the subject of history are strived after; 3) social scientific history, which uses history to explain contemporary society through making comparisons and seeking general patterns; and 4) an eclectic strategy, which strives after varieties of an individualised teaching of history by allowing students to make their ways into history in diverse ways. The experienced history teachers’ narratives make evident how the subject of history can be transformed, they demonstrate different conceivable ways of teaching history and reveal its complexity.</p><p>The teachers’ narratives show how, through their strategies in interaction with their insights in history teaching, they have created an overview and structure in the complex reality of teaching history. The teachers’ insights and strategies constitute a practice based contribution to a more experience informed practice and research on the teaching of history.</p>

The aim of this study has been to investigate, through the narratives of ex-perienced teachers, insights and strategies in the teaching of history in upper secondary school. Based on a flexible grounded theory, life history and theories of pedagogical content knowledge, seven experienced history teachers have been interviewed about their conceptions of history teaching. Development of insights into history teaching and the formation of knowledge can be described as involving both a refinement of practice and more revolutionary turning points. These insights emphasize that good knowledge of the subject is central for legitimacy and creativity. History teaching in Sweden is described as increasingly international and contem-porary, and focussed on students’ learning from various points of view. Varied teaching is stressed with the teacher in centre and also being able to take the role of arranger. Of importance is also the handling of teaching in history as a foundation course as well as an advanced or specialized course. Influences from other subjects have had a diverse impact at the same time as personal interests and experiences, as well as external influences, have been important for the development of strategies. History teachers’ teaching strategies may be described in terms of 1) multiperspectivity, where different points of view and interpretations of history are central; 2) narrative history, where through both major and minor stories, a chronological structure and animation of the subject of history are strived after; 3) social scientific history, which uses history to explain contemporary society through making comparisons and seeking general patterns; and 4) an eclectic strategy, which strives after varieties of an individualised teaching of history by allowing students to make their ways into history in diverse ways. The experienced history teachers’ narratives make evident how the subject of history can be transformed, they demonstrate different conceivable ways of teaching history and reveal its complexity. The teachers’ narratives show how, through their strategies in interaction with their insights in history teaching, they have created an overview and structure in the complex reality of teaching history. The teachers’ insights and strategies constitute a practice based contribution to a more experience informed practice and research on the teaching of history.