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  3. Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN
  4. Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN, 2020, nr 1

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    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/10228
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    Pole DCWartośćJęzyk
    dc.contributor.authorErgünay, Onur-
    dc.date.accessioned2021-02-23T12:55:49Z-
    dc.date.available2021-02-23T12:55:49Z-
    dc.date.issued2020-
    dc.identifier.citationParezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN, 2020, nr 1(13), s. 37-46pl
    dc.identifier.issn2353-7914-
    dc.identifier.urihttp://hdl.handle.net/11320/10228-
    dc.description.abstractThe characterisation of quality teachers differs in transformative teacher professionalism. It represents a more dynamic and proactive teaching profession. This paper reports on conceptualising teacher vision based on the related literature and recommends it as a possible framework for transformative teacher professionalism. Following the explanation of transformative teacher professionalism and teaching as a mature profession, characterisation and conceptualisation of teacher vision are addressed. Then an attempt to justify teacher vision as a possible framework for transformative teacher professionalism is done. The paper ends with a set of recommendations for the use of teacher vision in further research on teacher professionalism and teacher education.pl
    dc.language.isoenpl
    dc.publisherWydawnictwo Uniwersytetu w Białymstokupl
    dc.rightsUznanie autorstwa-Na tych samych warunkach 3.0 Polska-
    dc.rightsUznanie autorstwa-Na tych samych warunkach 3.0 Polska*
    dc.rights.urihttp://creativecommons.org/licenses/by-sa/3.0/pl/*
    dc.subjectTransformative teacher professionalismpl
    dc.subjectteaching as a mature professionpl
    dc.subjectquality teacherpl
    dc.subjectteacher visionpl
    dc.titleConceptualising Teacher Vision as a Possible Framework for Transformative Teacher Professionalismpl
    dc.typeArticlepl
    dc.identifier.doi10.15290/parezja.2020.13.04-
    dc.description.Emailoergunay@gmail.compl
    dc.description.AffiliationEskisehir Osmangazi University, Turkeypl
    dc.description.referencesBeck, C., Kosnik, C. (2014). Growing as a teacher: Goals and pathways of ongoing teacher learning. Rotterdam: Sense.pl
    dc.description.referencesDay, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer.pl
    dc.description.referencesDuffy, G.G. (2002). Visioning and the development of outstanding teachers. Reading Research and Instruction, 41(4), 331–343. https://doi.org/10.1080/19388070209558375pl
    dc.description.referencesErgünay, O. (2018). Aday öğretmenlerin ilk yıl mesleki deneyimlerinin Hammerness, DarlingHammond ve Bransford’un öğretmen eğitimi modeli bağlamında incelenmesi: Bir çoklu durum çalışması [Examining the first year teaching experiences of beginning teachers with Hammerness, Darling-Hammond and Bransford teacher edcucation model: A multi-case study]. [Unpublished doctoral thesis]. Eskişehir, Turkey: Anadolu University Graduate School of Educational Sciences.pl
    dc.description.referencesErgünay, O., Adıgüzel, O.C. (2019a). The challenges of beginning teachers in their first year of teaching career and their sources. Egitimde Nitel Araştırmalar Dergisi-Journal of Qualitative Research in Education, 7(3), 1080–1099. https://doi.org/10.14689/issn.2148-624.1.7c.3s.8mpl
    dc.description.referencesErgünay, O., Adıgüzel, O.C. (2019b). The first year in teaching: Changes in beginning teachers’ visions and their challenges. Qualitative Research in Education, 8(3), 276. https://doi. org/10.17583/qre.2019.4016pl
    dc.description.referencesFairbanks, C.M., Duffy, G.G., Faircloth, B.S., He, Y., Levin, B., Rohr, J., Stein, C. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of Teacher Education, 61(2), 161–171. https://doi.org/10.1177/0022487109347874pl
    dc.description.referencesHammerness, K. (2014). Visions of good teaching. In: S. Feiman-Nemser, E. Tamir, K. Hammerness (Eds.), Inspiring teaching: Preparing teachers to succeed in mission-driven schools (pp. 103–121). Cambridge: Harvard Education.pl
    dc.description.referencesHammerness, K. (2006). Seeing through teachers’ eyes: Professional ideals and classroom practices. New York: Teachers College.pl
    dc.description.referencesKosnik, C., Beck, C. (2009). Priorities in teacher education. New York: Routledge.pl
    dc.description.referencesKennedy, M.M. (2006). Knowledge and vision in teaching. Journal of Teacher Education, 57(3), 205–211. https://doi.org/10.1177/0022487105285639pl
    dc.description.referencesMockler, N. (2005). Trans/forming teachers: New professional learning and transformative teacher professionalism. Journal of In-Service Education, 31(4), 733–746. https://doi.org/10.1080/13674580500200380pl
    dc.description.referencesMoNE. (2018). Turkey’s education vision 2023. Retrieved from: https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/turkey_education_vision_2023.pdfpl
    dc.description.referencesOECD. (2016). Supporting teacher professionalism: Insights from TALIS 2013, TALIS. Paris: OECD. https://doi.org/10.1787/9789264248601-enpl
    dc.description.referencesParsons, S.A., Vaughn, M., Malloy, J.A., Pierczynski, M. (2017). The development of teachers’ visions from preservice into their first years teaching: A longitudinal study. Teaching and Teacher Education, 64, 12–25. https://doi.org/10.1016/j.tate.2017.01.018pl
    dc.description.referencesRo, J. (2020). Curriculum, standards and professionalisation: The policy discourse on teacher professionalism in Singapore. Teaching and Teacher Education, 91, 103056. https://doi. org/10.1016/j.tate.2020.103056pl
    dc.description.referencesSachs, J. (2016). Teacher professionalism: Why are we still talking about it?. Teachers and Teaching: Theory and Practice, 22(4), 413–425. https://doi.org/10.1080/13540602.2015.1082732pl
    dc.description.referencesShulman, L. (2006). Foreword. In: K. Hammerness. Seeing through teachers’ eyes: Professional ideals and classroom practices, (pp. vii–x). New York: Teachers College.pl
    dc.description.issue1(13)pl
    dc.description.firstpage37pl
    dc.description.lastpage46pl
    dc.identifier.citation2Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PANpl
    Występuje w kolekcji(ach):Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN, 2020, nr 1

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