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The study attempts to examine some of the "professional” attitudes and values of elementary school teaching as an occupation, by means of a study of the socialization process in a Teachers’ College, It is contended that sociological study of the professions would benefit by utilisation of a '’conspiracy theory” and the study attempts partly to estimate the usefulness of this theory with respect to teaching, Sociologically interesting aspects of the methods of socializing teachers are also discussed, / Thesis / Master of Arts (MA)

No description available.

This study identifies differences in perceptions between three stakeholder groups - principals, K-12 teachers, and parents - regarding the effect of workplace conditions on teacher attrition. An electronic questionnaire was sent to 15 of Utah's 41 school districts. Sampling efforts yielded completed surveys from 93 principals, 2003 teachers and 495 parents. All three groups agreed that workplace conditions are important, but the greatest disagreements occurred in perceptions of (a) teacher involvement in decision-making, (b) protection of teacher preparation time, (c) administration's management of student discipline, (d) adequacy of resource availability, (e) the degree to which a trusting and supportive school environment existed within the school, and (f) whether teachers' expectations were reasonable. Overall, principals believed that work conditions are relatively good for teachers, while many teachers disagreed with these perceptions. The study also examined factors that influence science, technology, engineering and math (STEM) university students' willingness to consider teaching as a career. A total of 4,743 university students majoring in STEM fields from Brigham Young University completed the survey (31%) and although very few of these students initially consider this profession, we identified four factors using predictive modeling that are strongly associated with these students' willingness to consider teaching and their belief that teaching might be their best career option. Results indicated that STEM university students were more likely to consider teaching when they believed teaching is something they would be good at, others encouraged them to be a teacher, when family encourages them to teach, and when teachers they know inspire them. Results from this study indicate that small salary bonuses would likely not entice students in STEM subjects to become teachers. Less impactful factors included gender and individual beliefs about the respectability of the profession. Additionally, this study found these students less likely to consider work conditions for teachers when making career choices. This study concludes with several implications that can inform and possibly improve the recruitment and leadership preparation programs at Institutes of Higher Education.

1 Abstract This diploma thesis deals with motivation in teaching profession. It is devided into two parts. The teoratical part summarizes issues and motivation of teaching profession. The aim of the empirical part is research analysis focused on the view of the respondents' issues, their experiences and opinions. The results show that due to the respondents there are a lot of unsatisfactory factors, which are not long-term resolvable while these respondents speak about positive factors just sporadically. It is understood for them that some teachers were left the teaching profession.

Den här studien ämnar undersöka hur lärare uppfattar sin autonomi inom olika områden av deras yrke och fungerar som en förstudie till ett forskningsprojekt. Begreppet autonomi är mångfacetterat, men kontroll över yrket och inflytande över beslutsprocesser utgör en stor del av det. Uppsatsen fokuserar på lärare i grundskolan och gymnasiet. Tre forskningsfrågor formulerades för att fånga in begreppet autonomi. Dessa är: Hur uppfattar lärare sin professionella autonomi?, Hur skiljer sig lärares uppfattningar angående olika dimensioner av autonomi (olika nivåer och olika områden i yrkeslivet)? samt Hur väl korrelerar olika delar av lärares uppfattade autonomi med varandra?. Studiens empiri samlades in genom kvantitativ metod i form av en webbenkät vilken 93 personer svarade på. Merparten av lärarna svarade på enkäten via facebookgrupper även om flera olika kanaler användes för att nå ut till möjliga respondenter. Det teoretiska ramverket består i Frostensons tre nivåer av autonomi, LaCoes sex komponenter gällande lärares yrkesautonomi och Ballous individuella autonomi vilka tillsammans skapar en multidimensionell konstruktion. Tidigare forskning behandlar hur de senaste decenniernas skolreformer i Sverige omformat lärarprofessionen men består också i utländsk forskning gällande lärare och deras autonomi.                       Uppsatsens resultat visar att lärare uppfattar sin autonomi som både stor och liten beroende på vilket område av autonomi som åsyftas. Respondenterna anser sig ha litet inflytande gällande ekonomiska beslut vilka även visar sig vara de beslut de uppfattar är viktigast i skolans verksamhet. Vidare uppfattar lärarna som svarade på enkäten sin autonomi som hög vad gäller sådant som rör deras klassrumsmiljö och undervisning. / This study serves as a pilot study for a research project and aims to investigate how teachers perceive their autonomy in different domains of their profession. Autonomy as a concept is multifaceted but control over the profession and influence in decision-making processes constitute a great part of it. The study focuses on primary, secondary and high school teachers. Three research questions were formed to capture the term autonomy. These are: How do teachers perceive their professional autonomy?, How do teachers perceptions differ in the various dimensions of autonomy (different levels and domains of the worklife)? and How well do various domains of teachers perceived autonomy correlate?. The data of the study was collected by quantitative method via a web-based questionnaire which was answered by 93 persons. The main part of the teachers answered the questionnaire through facebook groups despite having used several other different channels to reach out to possible respondents. The theoretical framework consists of Frostenson’s three different levels of autonomy, LaCoe’s six components of teacher autonomy and Ballou’s themes within individual autonomy which together create a multidimensional construction. Previous research discusses how school reforms of the recent decades in Sweden have reshaped the teaching profession but it also consists of foreign research of teachers and their autonomy.                       The results of the study indicates that teachers perceive their degree of autonomy as both high and low depending on what domain referred to. The respondents consider themselves having a small influence regarding economical decisions which also is considered the most important decisions in school’s activities. Furthermore the teachers who responded perceive their degree of autonomy as high regarding the classroom environment and teaching.

Esta dissertação de mestrado analisa o pensamento de professores egressos dos cursos de licenciatura de uma universidade pública no que toca ao seu processo de formação acadêmica e a influência exercida na prática profissional. Buscou-se identificar, com base nos aportes teóricos e metodológicos fornecidos pela Educação, Psicologia e Sociologia, como se deu o processo de formação inicial de professores, circunscrito no desejo de ser professor na contemporaneidade e no papel do professor no mundo do trabalho enfocando o caso específico de egressos de licenciaturas da Universidade Federal do Rio Grande do Sul (UFRGS). Foi a aplicado um questionário a egressos dos cursos de licenciatura da UFRGS que atuam como professores em escolas públicas do Rio Grande do Sul. Partiu-se da hipótese de que as lacunas nas licenciaturas estão essencialmente relacionadas à área pedagógica dos cursos, principalmente no distanciamento entre as teorias estudadas e a realidade escolar. O referencial teórico utilizado para a análise de dados é sustentado pela obra de Sigmund Freud intitulada “O Mal-estar na Civilização” que elucida a ideia do mal-estar gerado pelo processo de civilização do indivíduo, e nas contribuições de teóricos críticos como Zygmunt Bauman e Antonio Novoa. Os dados obtidos na pesquisa revelam que não há consenso entre os licenciados sobre a influência da formação docente na prática profissional. Identificam-se convergências, como a satisfação com o curso de licenciatura e as lacunas deixadas pela graduação. A falta de horas práticas foi referida como fator significativo para o sentimento de mal-estar. No que toca ao apreço pela carreira docente, muitos dos egressos se sentem desmotivados a seguir com a profissão. Os respondentes ainda abordaram a discrepância entre o que foi aprendido e a realidade das salas de aula nas escolas públicas. / This master's thesis analyzes the thought of the teacher egressed from the undergraduate courses of a public university in what concerns to his process of academic education and the influence to their professional practice. This work tried to find, based on the theoretical and methodological contributions provided by Education, Psychology and Sociology, to identify how the process of initial teacher training was given, circumscribed in the desire to be a teacher in the contemporary world and the role of the teacher in the world of work, focusing on the specific case of graduates from UFRGS. The investigate technique applied in this research was the use of a questionary for graduates from UFRGS courses of education teachers. It was hypothesized that the gaps in the courses are essentially related to the pedagogical area of the courses, mainly in the distance between the theories studied and the school reality. The theoretical reference used for the analysis of data is supported by the work of Sigmund Freud entitled “Civilization and its Discontents” that elucidates the idea of the malaise generated by the process of civilization of the individual and in the contributions of critical theorists as Zygmunt Bauman and Antonio Novoa. The data obtained in the research reveal that there is no consensus among the interviewees about the influence of teacher training in professional practice. We identify convergences, such as satisfaction with the degree course and the gaps left by the undergraduate degree. The lack of practical hours was referred as a significant factor to the feeling of malaise. As for the worth of the teaching career, many of the graduates feel unmotivated to continue their profession. Respondents also reached the issue of the discrepancy between what was learned and the reality of classrooms in public schools.

Esta dissertação de mestrado analisa o pensamento de professores egressos dos cursos de licenciatura de uma universidade pública no que toca ao seu processo de formação acadêmica e a influência exercida na prática profissional. Buscou-se identificar, com base nos aportes teóricos e metodológicos fornecidos pela Educação, Psicologia e Sociologia, como se deu o processo de formação inicial de professores, circunscrito no desejo de ser professor na contemporaneidade e no papel do professor no mundo do trabalho enfocando o caso específico de egressos de licenciaturas da Universidade Federal do Rio Grande do Sul (UFRGS). Foi a aplicado um questionário a egressos dos cursos de licenciatura da UFRGS que atuam como professores em escolas públicas do Rio Grande do Sul. Partiu-se da hipótese de que as lacunas nas licenciaturas estão essencialmente relacionadas à área pedagógica dos cursos, principalmente no distanciamento entre as teorias estudadas e a realidade escolar. O referencial teórico utilizado para a análise de dados é sustentado pela obra de Sigmund Freud intitulada “O Mal-estar na Civilização” que elucida a ideia do mal-estar gerado pelo processo de civilização do indivíduo, e nas contribuições de teóricos críticos como Zygmunt Bauman e Antonio Novoa. Os dados obtidos na pesquisa revelam que não há consenso entre os licenciados sobre a influência da formação docente na prática profissional. Identificam-se convergências, como a satisfação com o curso de licenciatura e as lacunas deixadas pela graduação. A falta de horas práticas foi referida como fator significativo para o sentimento de mal-estar. No que toca ao apreço pela carreira docente, muitos dos egressos se sentem desmotivados a seguir com a profissão. Os respondentes ainda abordaram a discrepância entre o que foi aprendido e a realidade das salas de aula nas escolas públicas. / This master's thesis analyzes the thought of the teacher egressed from the undergraduate courses of a public university in what concerns to his process of academic education and the influence to their professional practice. This work tried to find, based on the theoretical and methodological contributions provided by Education, Psychology and Sociology, to identify how the process of initial teacher training was given, circumscribed in the desire to be a teacher in the contemporary world and the role of the teacher in the world of work, focusing on the specific case of graduates from UFRGS. The investigate technique applied in this research was the use of a questionary for graduates from UFRGS courses of education teachers. It was hypothesized that the gaps in the courses are essentially related to the pedagogical area of the courses, mainly in the distance between the theories studied and the school reality. The theoretical reference used for the analysis of data is supported by the work of Sigmund Freud entitled “Civilization and its Discontents” that elucidates the idea of the malaise generated by the process of civilization of the individual and in the contributions of critical theorists as Zygmunt Bauman and Antonio Novoa. The data obtained in the research reveal that there is no consensus among the interviewees about the influence of teacher training in professional practice. We identify convergences, such as satisfaction with the degree course and the gaps left by the undergraduate degree. The lack of practical hours was referred as a significant factor to the feeling of malaise. As for the worth of the teaching career, many of the graduates feel unmotivated to continue their profession. Respondents also reached the issue of the discrepancy between what was learned and the reality of classrooms in public schools.

Esta dissertação de mestrado analisa o pensamento de professores egressos dos cursos de licenciatura de uma universidade pública no que toca ao seu processo de formação acadêmica e a influência exercida na prática profissional. Buscou-se identificar, com base nos aportes teóricos e metodológicos fornecidos pela Educação, Psicologia e Sociologia, como se deu o processo de formação inicial de professores, circunscrito no desejo de ser professor na contemporaneidade e no papel do professor no mundo do trabalho enfocando o caso específico de egressos de licenciaturas da Universidade Federal do Rio Grande do Sul (UFRGS). Foi a aplicado um questionário a egressos dos cursos de licenciatura da UFRGS que atuam como professores em escolas públicas do Rio Grande do Sul. Partiu-se da hipótese de que as lacunas nas licenciaturas estão essencialmente relacionadas à área pedagógica dos cursos, principalmente no distanciamento entre as teorias estudadas e a realidade escolar. O referencial teórico utilizado para a análise de dados é sustentado pela obra de Sigmund Freud intitulada “O Mal-estar na Civilização” que elucida a ideia do mal-estar gerado pelo processo de civilização do indivíduo, e nas contribuições de teóricos críticos como Zygmunt Bauman e Antonio Novoa. Os dados obtidos na pesquisa revelam que não há consenso entre os licenciados sobre a influência da formação docente na prática profissional. Identificam-se convergências, como a satisfação com o curso de licenciatura e as lacunas deixadas pela graduação. A falta de horas práticas foi referida como fator significativo para o sentimento de mal-estar. No que toca ao apreço pela carreira docente, muitos dos egressos se sentem desmotivados a seguir com a profissão. Os respondentes ainda abordaram a discrepância entre o que foi aprendido e a realidade das salas de aula nas escolas públicas. / This master's thesis analyzes the thought of the teacher egressed from the undergraduate courses of a public university in what concerns to his process of academic education and the influence to their professional practice. This work tried to find, based on the theoretical and methodological contributions provided by Education, Psychology and Sociology, to identify how the process of initial teacher training was given, circumscribed in the desire to be a teacher in the contemporary world and the role of the teacher in the world of work, focusing on the specific case of graduates from UFRGS. The investigate technique applied in this research was the use of a questionary for graduates from UFRGS courses of education teachers. It was hypothesized that the gaps in the courses are essentially related to the pedagogical area of the courses, mainly in the distance between the theories studied and the school reality. The theoretical reference used for the analysis of data is supported by the work of Sigmund Freud entitled “Civilization and its Discontents” that elucidates the idea of the malaise generated by the process of civilization of the individual and in the contributions of critical theorists as Zygmunt Bauman and Antonio Novoa. The data obtained in the research reveal that there is no consensus among the interviewees about the influence of teacher training in professional practice. We identify convergences, such as satisfaction with the degree course and the gaps left by the undergraduate degree. The lack of practical hours was referred as a significant factor to the feeling of malaise. As for the worth of the teaching career, many of the graduates feel unmotivated to continue their profession. Respondents also reached the issue of the discrepancy between what was learned and the reality of classrooms in public schools.

This paper analyzes, from the views expressed by teachers in activity, the motivations that led and lead them to uphold the performance of the teaching task. This problem is systematically surveyed in the framework of the project Observatory of the conceptions of teachers and future teachers about the school, teacher training and students (Irice/Conicet, OIE/Unesco). The comprehension of the senses and meanings that guide the choice of teaching implied, by the subjects questioned, a reflection on the constitutive aspects of the teaching role and a travel through the spaces of confluence of processes and representations. This study allowed us to recognize the prevailing needs in such choice of career, as well as the understanding of its significance and the values that guide it. / En este artículo se analiza, a partir de lo expresado por enseñantes en actividad, lasmotivaciones que condujeron y llevan a sostener el desempeño de la tarea docente. Esta problemática es sistemáticamente relevada en el marco del Observatorio de las concepciones de los docentes y futuros docentes acerca de la institución educativa, laformación docente y los alumnos (Irice/Conicet, OIE/Unesco). La comprensión de los sentidos y significados que guían la elección de la docencia implicó, por parte de los sujetos interpelados, una reflexión sobre los aspectos constitutivos del rol y un recorrido por los espacios de confluencia de procesos y representaciones. Este estudio posibilitó nuestro reconocimiento de las necesidades prevalecientes en dicha elección, como así también la interpretación de su entramado y la comprensión de los valores que la orientan.