Observation Essay

 Autobiographical or Observation Essay. 750-1,000 wordsI tried to write an observation essay. Please make sure that it is an observation essay format. Here is the A ruberic for the whole course:

The A Paper The paper exhibits abundant evidence of critical, careful thought and analysis and/or insight The introduction immediately captures the attention and interest of the audience By the end of the introduction (whether a paragraph or pages long), the audience has a good idea what the essay will be about

The central idea is clearly expressed to the audience

The central idea is creative and fresh, not trivial or so well-worn as to be uninteresting to the audience The central idea is well developed and clarity of purpose is exhibited throughout the essay

There are smooth, logical transitions between paragraphs and ideas Each paragraph has a clear relation to the main idea

Major points are well developed-supported and illustrated with evidence and examples

Evidence and examples are vivid and specific, while the focus remains tight Essay is logically organized Vocabulary is sophisticated and correct, as are sentences, which vary in structure and length Writer’s tone is clear, consistent and appropriate for intended audience.

Mechanical errors are rare

The conclusion does more than simply end the paper Research, if required, is correctly presented and documented

Assignment II (60%, 1,800-2,000 words)
You consolidate your understanding of teacher professionalism in Assignment II. This
understanding should be reflected by an integrated analysis of readings, collected
information during FE/personal investigation and personal reflection. You should
present your conceptual understanding of teacher professionalism through the
selected aspect indicated in Assignment I. Based on your new conceptual
understanding, you suggest relevant strategies to practice teacher professionalism.
The details of the three elements are as follows:
▪ Readings (at least five required/recommended class readings; highlight these
readings in bold on the reference list)
▪ Collected information from FE or personal investigation according to the action
plan in Assignment I.
▪ Personal reflection (personalize your reflection by using “I”, making it clear that
you are talking about yourself and not teachers in general).
Please note that this part of the individual assignment is NOT:

  1. A regular essay that you normally do for other courses, i.e. discussing a selected
    topic based on your literature review only.
  2. A report of the collected information only.
  3. A personal reflection describing your thoughts and experiences only.
    ASSESSMENT CRITERIA
    Assignment II
    Criteria
    Weight
    as %
    Fail
    [Grade F]
    Weak
    [Grade D]
    Pass
    [Grade C]
    Credit
    [Grade B]
    Distinction
    [Grade A]
    Analysis:
    Teacher
    professionalism
    through the
    selected aspect
    30
    No analysis of
    teacher
    professionalism
    through the
    selected aspect.
    Inadequate
    analysis of
    teacher
    professionalism
    through the
    selected aspect.
    Some
    conceptual
    analysis of
    teacher
    professionalism
    through the
    selected aspect.
    Conceptually
    sound analysis
    of teacher
    professionalism
    through the
    selected aspect.
    Critical and
    conceptually
    sound analysis of
    teacher
    professionalism
    through the
    selected aspect.
    Integration:
    Individual
    learning from
    FE/personal
    investigation
    and personal
    reflection on
    the selected
    aspect
    20
    No integration
    of individual
    learning from
    FE/personal
    investigation
    and personal
    reflection on the
    selected aspect.
    All elements are
    written
    separately
    without any
    relation.
    Minimal
    integration of
    individual
    learning from
    FE/personal
    investigation
    and personal
    reflection on the
    selected aspect.
    Some
    integration of
    individual
    learning from
    FE/ personal
    investigation
    and personal
    reflection on the
    selected aspect.
    OR either
    investigation or
    personal
    reflection only is
    integrated.
    Appropriate
    integration of
    individual
    learning from
    FE/personal
    investigation
    and personal
    reflection on the
    selected aspect.
    Effective
    integration of
    individual
    learning from
    FE/personal
    investigation and
    personal
    reflection on the
    selected aspect.
    Application:
    Strategies for
    performing as a
    professional
    teacher based
    on the selected
    aspect
    20
    Irrelevant or no
    strategies for
    performing as a
    professional
    teacher based
    on the selected
    aspect.
    Minimal
    discussion of
    strategies (e.g. a
    short list of
    strategies
    without
    elaboration) for
    performing as a
    professional
    teacher based
    on the selected
    aspect.
    Some strategies
    for performing
    as a professional
    teacher based
    on the selected
    aspect, with
    some
    elaboration or
    examples.
    Relevant
    strategies for
    performing as a
    professional
    teacher based
    on the selected
    aspect.
    Highly relevant
    strategies for
    performing as a
    professional
    teacher based on
    the selected
    aspect, with
    examples and
    addressing
    possible issues in
    implementation.
    Referencing:
    Application of
    references with
    proper citation
    to support the
    arguments
    15
    No application
    of references to
    support the
    analysis, Not
    conform to APA
    style.
    Inadequate
    application of
    references to
    support the
    analysis.
    Frequent errors
    with the APA
    style. Reference
    list not
    corresponding
    with citations.
    Some
    application of
    references with
    proper citation
    to support the
    analysis. Use
    APA style but
    with some
    errors.
    Reference list
    largely
    Appropriate
    application of
    references with
    proper citation
    to support the
    analysis. Some
    variation in
    effectiveness,
    relevance,
    accurate use of
    the APA style or
    mirroring
    Effective
    application of upto-date
    references with
    proper citation
    to support the
    analysis.
    Conform to APA
    style. Complete
    mirroring
    between the
    corresponding
    with citations.
    between the
    citation and the
    reference list.
    citation and the
    reference list.
    Presentation:
    Expression and
    organization of
    ideas
    15
    Confusing ideas. Ideas not clear
    and somewhat
    disorganized.
    Somewhat clear
    and organized
    ideas.
    Clearly
    expressed and
    organized ideas.
    Fluently
    expressed and
    coherently
    organized ideas,
    indexed through
    use of tools such
    as a clear outline,
    and effective use
    of headings.
    READINGS
    Introduction to Teacher Professionalism
    Professional Identity: Being and Becoming
    Focus:
    ▪ Professionalism in relation to professional identity and ethics
    ▪ Nature of teaching and the teaching profession as a collective community
    ▪ Meanings of professional identity and contexts
    ▪ You as a teacher: The personal-professional connection

Required readings
Dunne, M. (2011). Who do you think you are… and who do you think you will be as a teacher?
In D. McGregor & L. Cartwright (Eds.), Developing reflective practice: A guide for beginning
teachers (pp. 39-54). Berkshire: Open University Press.
Guiding questions:

  1. What is the meaning of professional identity?
  2. What are the factors affecting professional identity?
  3. How is professional identity influenced by contexts? What does it mean by context?
    Reflection:
  4. How would you describe yourself as a person and as a teacher?
  5. What kind of teacher do you want to be and to become?
    Recommended readings
    Ayers, W. (2010). Beginning: The challenge of teaching. In W. Ayers, To teach: The journey of
    a teacher (3rd ed., pp. 13-37). New York, NY: Teachers College Press.
    Beltman, S., Glass, C., Dinham, J., Chalk, B., & Nguyen, B. (2015). Drawing identity: Beginning
    pre-service teachers’ professional identities. Issues in Educational Research, 25(3), 225-245.
    Palmer, P. J. (2017). The heart of a teacher: Identity and integrity in teaching. In P. J. Palmer,
    The courage to teach guide for reflection and renewal (pp. 9-34). San Francisco, CA: John Wiley
    & Sons.
    陳錦榮 (2005):成為廾一世紀的好老師,輯於許景輝等編:《領袖敎師與敎師專業發展》,
    (頁 175-188),香港,匯智出版有限公司。
    Teacher Professionalism and Professionalization (two parts)
    Focus:
    ▪ Meanings of teacher professionalism and professionalization
    ▪ Changing meaning of professionalism in relation to societal changes
    ▪ Your professional identity in the context of Hong Kong
    First part
    Required readings
  6. Sachs, J. (2003). Teacher professionalism in transition. In J. Sachs, The activist teaching
    profession (pp. 1-17). Buckingham: Open University Press.
  7. Committee on Professional Development of Teachers and Principals. (2018). Professional
    standards for teachers of Hong Kong. Retrieved from https://www.cotap.hk/images/Tstandard/Teacher/PST-Framework-Stage-Descriptors-20180913.pdf
    Guiding questions:
  8. Why is it so difficult to achieve consensus on the concept of teacher professionalism?
  9. What is old teacher professionalism? How does it compare with transformative
    professionalism?
    Reflection:
  10. What new understanding have you gained about the meaning of teacher professionalism
    or being a professional teacher in Hong Kong?
    Second part
    Required readings
  11. Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers
    and Teaching: History and Practice, 6(2), 151-182.
  12. Yuen, G., & Lee, T. H. (2017). The education development of Hong Kong. Hong Kong: The
    Education University of Hong Kong. (This is a Chinese video recording with English
    subtitles, supported by Chinese and English transcripts. Both video and transcripts will be
    made available through Moodle.)
    Guiding questions:
  13. How do the three stages of education development in Hong Kong fit in the four ages of
    professionalism in Western societies? (Refer to the video recording or its transcript.)
    Reflection:
  14. The meaning of teacher professionalism is dynamic in nature, or changes with time and
    context. How has its meaning changed in Hong Kong (or the context you are familiar) and
    what implication does it have on the professionalization process of teachers in Hong Kong
    (or of your chosen context)?
    Recommended readings
    Education Commission. (1992). Education Commission report no. 5: The teaching profession.
    Retrieved from http://www.edb.gov.hk/attachment/en/about-edb/publications-stat/majorreports/ecr5_e.pdf
    Morris, P. (2008). Teacher professionalism and teacher education in Hong Kong. In D. Johnson
    & R. Maclean (Eds.), Teaching: Professionalization, development and leadership (pp. 119-138).
    New York, NY: Springer.
    Osgood, J. (2010). Reconstructing professionalism in ECEC: The case for the ‘critically reflective
    emotional professional’. Early Years: An International Research Journal, 30(2), 119-133.
    Sachs, J. (2016). Teacher professionalism: Why are we still talking about it? Teachers and
    Teaching: Theory and Practice, 22(4), 413-425.
    Sweeting, A. (2008). Teacher professionalization in Hong Kong: Historical perspectives. In D.
    Johnson & R. Maclean (Eds.), Teaching: Professionalization, development and leadership (pp.
    45-65). New York, NY: Springer.
    戚本盛 (2002):教育問責的變異,輯於胡少偉編《推廣教育專業操守運動:守則公布十
    周年紀念特刋》,(頁 28-31),香港,教育人員專業操守議會。
    曾榮光 (1998):《香港教育政策分析:社會學的視域》,香港,三聯書店(香港)有限公
    司。[第一部份:教師專業與教師教育]
    Professional Ethics in Teaching Practice
    Focus:
    ▪ Meaning of ethical practice – professional core values and ethics
    ▪ Identifying and confronting ethical dilemmas
    ▪ Your professional judgment and choice of action in facing ethical dilemmas
    Required readings
  15. Shapira-Lishchinsky, O. (2011). Teachers’ critical incidents: Ethical dilemmas in teaching
    practice. Teaching and Teacher Education, 27(3), 648-656.
  16. Council on Professional Conduct in Education. (1995). Code for the education profession
    of Hong Kong (extracted edition). Retrieved from http://cpc.edb.org.hk/english/code.htm
    Guiding questions:
  17. Why is teaching an ethical practice? How does the author define ethical dilemma?
  18. What are the five different categories of ethical dilemmas?
  19. How may various factors affect teachers’ responses to ethical dilemmas?
    Reflection:
  20. With reference to the code of ethics in Hong Kong, teachers are responsible for various
    groups of stakeholders. In face of professional conflicts or ethical dilemmas, is/are there
    specific group(s) of stakeholders that teachers should give more weight when making
    judgment and decisions? Why?
    Recommended readings
    Ayers, W. (2010). Seeing the student. In W. Ayers, To teach: The journey of a teacher (3rd ed.,
    pp. 38-60). New York, NY: Teachers College Press.
    Blaise, M., & Nuttall, J. (2011). The ethical teacher. In M. Blaise & J. Nuttall, Learning to teach
    in the early childhood classrooms (pp. 229-235). South Melbourne, Vic: Oxford University
    Press.
    Reagan, T. G., Case, C. W., & Brubacher, J. W. (2000). Values, ethics, and reflective teaching.
    In T. G. Reagan, C. W. Case & J. W. Brubacher, Becoming a reflective educator: How to build a
    culture of inquiry in the schools (2nd ed., pp. 57-75). Thousand Oaks, CA: Corwin Press, Inc.
    Richert, A. E. (2005). Learning to negotiate the moral terrain of teaching. In M. College (Ed.),
    Teaching as principled practice: Managing complexity for social justice (pp. 17-34). Thousand
    Oaks; London: Sage Publications.
    Mackenzie, S. V., & Mackenzie, G. C. (2010). Now what? Confronting and resolving ethical
    questions. Thousand Oaks, CA: Corwin Press. Noddings, N. (1993). Caring: A feminist
    perspective. In K. A. Strike & L. Ternasky (Eds.), Ethics for professionals in education:
    Perspectives for preparation and practice (pp. 43-53). New York, NY: Teachers College Press.
    Stojanovska, V. (2013). Students’ opinion about professional ethics relation of the teachers.
    International Journal of Cognitive Research in Science, Engineering and Education, 1(2), 1-5.
    教育人員專業操守議會 (2002):《教師操守情況研究報告書》,摘自
    http://cpc.edb.org.hk/tc/download/teacher-survey/wholereport.htm
    余惠冰 (2002):對香港教師實施『規訓管治』的起源:剖析教師守則的歷史脈絡,載於
    胡少偉編《推廣教育專業操守運動:守則公布十周年紀念特刋》,(頁 32-34),香港,教
    育人員專業操守議會。
    Fitting in: School Culture
    Focus:
    ▪ School culture and organization
    ▪ Your ways of fitting in with a new school placement
    Required readings
    Gault, A. (2011). How does your teacher identity fit in with the culture of teaching and the
    organization? In D. McGregor & L. Cartwright (Eds.), Developing reflective practice: A guide for
    beginning teachers (pp. 69-89). Berkshire: Open University Press.
    Recommended readings
    Ayers, W. (2010). Creating an environment for learning. In W. Ayers, To teach: The journey of
    a teacher (3rd ed., pp. 61-76). New York, NY: Teachers College Press.
    Choi, P. L., & Tang, S. Y. F. (2008). Role management strategies of beginning teachers in Hong
    Kong. Teacher Development, 9(3), 369-387.
    Collinson, V., & Cook, T. F. (2007). Organizational learning: Improving learning, teaching and
    leading in school systems. Thousand Oaks, CA: Sage Publications.
    Lee, D. H. L., & Chiu, C. S. (2017). “School banding”: Principals’ perspectives of teacher
    professional development in the school-based management context. Journal of Educational
    Administration, 55(6), 686-701.
    Tang, S. Y. F., Cheng, M. M. H., & Wong, A. K. Y. (2016). The preparation of pre-service student
    teachers’ competence to work in schools. Journal of Education for Teaching, 42(2), 149-162.
    江哲光和何碧愉 (2006):《學校改進行動:用「心」的班級經營》,學校教育改革系列
    之 28,香港,香港中文大學教育學院香港教育研究所。
    沈六 (2011):建構正向的與組織良善的學校文化,《台灣教育》,668,頁 4-12。
    Collaborative Relationships with Teachers
    Focus:
    ▪ Meaning and rationale for teacher collaboration
    ▪ Your involvement and contributions to teacher collaboration
    Required readings
    Katrien Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A
    systematic review. Educational Research Review, 15, 17-40. [Read pp. 21-36 only]
    Guiding questions:
  21. How may structural aspects of teacher collaboration affect its focus and depth?
  22. Why is deep teacher collaboration not easy to achieve?
  23. What are some of the benefits and consequences of teacher collaboration?
  24. In what ways do different factors facilitating and hindering teacher collaboration?
  25. What does it mean to have effective teacher collaboration?
    Reflection:
  26. With a better understanding of the meaning and developments of teacher collaboration,
    what comes to your mind when reflecting on your own and/or placement school(s)?
  27. As a new teacher, what contributions can you bring to teacher collaboration?
    Recommended readings
    Day, C. (2004). Passionate learning communities. In C. Day, A passion for teaching (pp. 134-
    157). London; New York: RoutledgeFalmer.
    Hargreaves, A. (1994). Collaboration and contrived collegiality: Cup of comfort or poisoned
    chalice? In A. Hargreaves, Changing teachers, changing times: Teachers’ work and culture in
    the postmodern age (pp. 186-211). London: Cassel.
    Heslop, D., & Devlin, L. A. (2011). Identifying and mapping your complementary support
    systems: Who are your partners in reflection? In D. McGregor & L. Cartwright (Eds.),
    Developing reflective practice: A guide for beginning teachers (pp. 91-106). Berkshire: Open
    University Press.
    Mak, B., & Pun, S. H. (2014). Cultivating a teacher community of practice for sustainable
    professional development: Beyond planned efforts. Teachers and Teaching: Theory and
    Practice, 21(1), 4-21.
    Meirink, J. A., Imants, J., Meijer, P. C., & Verloop, N. (2010). Teacher learning and collaboration
    in innovative teams. Cambridge Journal of Education, 40, 161-181.
    Rennie Center for Education Research and Policy. (2013). Making space: The value of teacher
    collaboration. Boston, MA: Edvestors.
    Riveros, A., Newton, P., & Burgess, D. (2012). A situated account of teacher agency and
    learning: Critical reflections on professional learning communities. Canadian Journal of
    Education, 35(1), 202-216.
    Collaborative Relationships with Parents and Community Partners
    Focus
    ▪ Reasons for building collaborative relationships with parents and communities
    ▪ Challenges in working with parents and community partners
    Required readings
    Hargreaves, A. (2000). Professionals and parents: Personal adversaries or public allies?
    Prospects, 30(2), 201-213.
    Guiding questions:
  28. Why are silent home-school partnerships considered inadequate for today’s education?
  29. What is happening in the school context that necessities the need to develop learning
    partnerships between teachers and parents? Identify obstacles or challenges involved in
    this kind of relationship.
  30. On what ground does Hargreaves argue for activist partnerships that position both
    teachers and parents as social movements?
    Reflection:
  31. What are your views on parental involvement in education? In what ways are they similar
    to or different from the images of parent-teacher relationships discussed in the article?
  32. These days third-parties such as educational businesses are involved in schooling. What
    issues are there and how can teachers prevent them?
    Recommended readings
    Choi, T.-H. (2018). English education in partnership with third parties: A case of equity in Hong
    Kong. In S.-O. Kweon & B. Spolsky (Eds.), The Asian EFL classroom: Issues, challenges and
    future expectations (pp. 169-188). Abingdon, Oxon: Routledge.
    Choi, T.-H., Walker, A., Tang, S. Y. F., Ko, J., & Chiu, C. S. (2018). Outsourcing of education in
    Hong Kong: Practice, issues and recommendations. Hong Kong: The Education University of
    Hong Kong. Available at,
    https://drive.google.com/file/d/1gZLpWhULAqCI8vE38GH_GblEqwBoPfsS/view
    Grant, K. B., & Ray, J. A. (2013). Home, school, and community collaboration: Culturally
    responsive family engagement. Thousand Oaks, CA: Sage Publications.
    Ho, E. S. C. (2009). Home-school collaboration in two Chinese societies: Hong Kong and Macao.
    In R. Deslandes (Ed.), International perspectives on contexts, communities, and evaluated
    innovative practices: Family-school-community partnerships (pp. 37-49). New York, NY:
    Routledge.
    Ng, S. W., & Yuen, G. (2015). Exploring teaching professionals’ constraints in implementation
    of parental involvement in school education. Procedia – Social and Behavioral Sciences, 191,
    1077-1081.
    Santiago, R. T., Garbacz, S. A., Beattie, T., & Moore, C. (2016). Parent-teacher relationships in
    elementary school: An examination of parent-teacher trust. Psychology in the Schools, 53(10),
    1003-1017.
    何瑞珠 (2016) :青少年的生涯規劃:家庭、學校與社區協作,《香港教師中心學報》,
    15,頁 1-16。
    古鼎儀 (2004):弱勢社群的教育:家庭、學校與社區的支援,輯於古鼎儀、甘志強和容
    萬城編《教育與課程改革:珠三角地區的適應與發展》,(頁 161-172),香港,港澳兒
    童教育國際協會。

吳迅榮 (2011):《家庭、學校及社區協作:理論、模式與實踐:香港的經驗與啟示》,
香港,學術專業圖書中心。
蕭仲廷 (2012):論家長參與類型與親師溝通,《休閒與社會研究》,5,頁 63-75。
Education Policy and Society: Professional Voice and Commitment
Focus:
▪ Contributing to the teaching profession as a member
▪ Teacher role and voice in education policy and society at large
▪ Your professional stance in the face of controversial issues
Required readings
Ayers, W., Kumashiro, K., Meiners, E., Quinne, T., & Stovall, D. (2010). Our communities
deserve justice! In W. Ayers, K. Kumashiro, E. Meiners, T. Quinne & D. Stovall, Teaching
toward democracy: Educators as agents of change (pp. 59-83). Boulder; London: Paradigm
Publishers.
Guiding questions:

  1. How are these terms, classrooms as porous places, schools as contested space, and
    teaching as praxis, understood in the article?
  2. The authors go into great length to discuss teaching for social justice and the pedagogy of
    three Rs (relevance, relationship and revolution). What are the main ideas that you can
    draw from the discussion that matters to teachers and the teaching profession?
    Reflection:
  3. Think of an example in Hong Kong that can demonstrate your understanding of
    classrooms as porous places, schools as contested space, and teaching as praxis.
  4. Identify one area where you think your education philosophy and approach to teaching
    and learning may not align easily with school philosophy/organization/culture and/or
    education policy. How would you navigate the tensions and contradictions?
    Recommended readings
    Ayers, W., Kumashiro, K., Meiners, E., Quinne, T., & Stovall, D. (2010). Improving educational
    policy. In W. Ayers, K. Kumashiro, E. Meiners, T. Quinne & D. Stovall, Teaching toward
    democracy: Educators as agents of change (pp. 111-134). Boulder; London: Paradigm
    Publishers.
    Cheng, Y. C. (2009). Hong Kong educational reforms in the last decade: Reform syndrome and
    new developments. International Journal of Educational Management, 23(1), 65-86.
    General Teaching Council Promotion Sub-committee. (2003). Consultation document on
    establishing the general teaching council. Hong Kong: Council on Professional Conduct in
    Education.
    Ho, L. S., Morris, P., & Zhong, Y. P. (Eds.). (2005). Education reform and the quest for excellence:
    The Hong Kong story. Hong Kong: Hong Kong University Press.
    Jerome, L. (2016). Interpreting children’s rights education: Three perspectives and three roles
    for teachers. Citizenship, Social and Economics Education, 15(2), 143-156.
    Tse, T. K. C., & Lee, M. H. (2017). Making sense of education in post-handover Hong Kong.
    London and New York: Routledge.
    Yuen, G. (2018). Masks, masquerades and ironic performances: Getting our(selves) heard. In
    K. J. Kennedy & J. C. K. Lee (Eds.), Routledge Handbook on Schools and Schooling and Asia (pp.
    441-449). London; New York: Routledge.
    黎國燦 (2011):《中小學教師工作量調查報告》,香港,香港教育學院策略規劃處。
    曾榮光(1997):追求優質教育有何不妥? ─《七號報告書》的批判 ,輯於《教統會第七
    號報告書的深層意義:市場效率的膜拜》,(頁 12-20),香港,香港中文大學香港教育研
    究所。
    余惠冰(2002):《教師專業意見研究報告書》,摘自 http://cpc.edb.org.hk/tc/download/
    teacher-survey/p1-20.pdf
    余惠冰 (2003):從成立專業公會的政策議論系譜看香港教師專業化,輯於黃顯華等編《課
    程發展與教師專業發展的夥伴協作》,(頁 263-283),香港,中文大學出版社。
    袁慧筠、黎國燦和羅家儀 (2010):《學券制下的幼兒教師工作》,香港,香港教育學院
    策略規劃處。
    Resilience and Professional Development
    Focus:
    ▪ Meanings of resilience and professional capital
    ▪ Relationship between resilience and professional growth
    ▪ Opportunities of and threats for professional growth
    ▪ Your strategies to overcome adversity as a beginning teacher
    Required readings
    Day, C., & Gu, Q. (2014). Why the best teaching and learning in school requires everyday
    resilience. In C. Day & Q. Gu, Resilient teachers, resilient schools: Building and sustaining
    quality in testing times (pp. 14-30). London; New York: Routledge.
    Guiding questions:
  5. How do Day and Gu explain the terms resilience and professional capital?
  6. If teachers lack the capacity to be resilient, what negative effects may this have on
    students?
  7. What is everyday resilience? Why is it important to teachers?
  8. What are the challenges of teacher resilience? How could developing professional capital help face these challenges?
    Reflection:
  9. As a new teacher, you are likely to feel pressured and stressed out. What may be some of
    your possible sources of pressure and negative emotions?
  10. Come up with two strategies to build up your everyday resilience and professional capital
    to face up the perceived challenges.
  11. Identify passionate and committed teachers that you have met as a student in various
    stages of education. What inspirations do they bring you about professional development?
    Recommended readings
    Ayers, W. (2010). Working in the gap: The mystery of teaching. In W. Ayers, To teach: The
    journey of a teacher (3rd ed., pp. 135-151). New York, NY: Teachers College Press.
    Castro, A.J., Kelly, J., & Shih, M. (2010). Resilience strategies for new teachers in high-needs
    areas. Teaching and Teacher Education, 26(3), 622-629.
    Choi, P. L., & Tang, S. Y. F. (2009). Teacher commitment trends: Cases of Hong Kong teachers
    from 1997 to 2007. Teaching and Teacher Education, 25(5), 767-777.
    Choi, T. H., & Walker, A. D. (2018). A heuristic model for tailoring teacher development to
    educational reforms: Focusing on ambiguity and conflict generation. Teachers and Teacher
    Education, 74, 72-84.
    Gu, Q., & Day, C. (2013). Challenges to teacher resilience: conditions count. British Educational
    Research Journal, 39(1), 22-44.
    Halse, C. (2010). A process of (un)becoming: Life history and the professional development of
    teachers. In A. Bathmaker & P. Harnett (Eds.), Exploring learning, identity and power through
    life history and narrative research (pp. 25-38). New York; Oxon: Routledge.
    Kelchtermans, G. (2009). Career stories as gateways to understanding teacher development.
    In C. Day, J. Sachs, S. Rolls, H. Plauborg, M. Bayer & U. Brinkkjaer (Eds.), Teachers’ career
    trajectories and work lives (pp. 29-47). London, UK: Springer.
    Tang, S. Y. F., & Choi, P. L. (2009). Teachers’ professional lives and continuing professional
    development in changing times. Educational Review, 61(1), 1-18.
    Tsui, A. B. M. (2009). Distinctive qualities of expert teachers. Teachers and Teaching, 15(4),
    421-439.
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