Teacher Cultures: In Search of their Contents and Forms
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Published:
Jul 20, 2021
Keywords:
teacher cultures teachers' lives and work mixed-methods research
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Abstract
This mixed-methods study aims to explore the patterns of teacher and their effects on teachers’ lives and work. To do so, the researchers went into one international school in Thailand and requested participation from 25 foreign language (FL) teachers. All the participants completed and returned a questionnaire and participated in one-on-one interviews and observations. Calculation of the questionnaires with SPSS (version 20) demonstrated the participants’ high favoritism of teachers’ collegial relations. Nevertheless, the researchers’ analysis of their descriptive data with open and axial coding techniques opposed the numeric data and strongly supported the existence of balkanization, individualism, and contrived collegiality among these participants. The findings of the present study challenge (FL and other subject disciplines) teachers to consider the focus and the depth of teacher cultures. More importantly, they urge teachers, school administrators, and policy makers to anticipate the growing effects of teacher cultures on teachers’ sense of professionalism related to their lives and work.
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Hongboontri, C., & Liao, Y. (2021). Teacher Cultures: In Search of their Contents and Forms. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 529–573. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/253280
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Research Articles
References
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Cohen, J., & Goldhaber, D. (2016). Building a more complete understanding of teacher evaluation using classroom observations. Educational Researcher, 45(6), 378-387. https://doi.org/10.3102/0013189X16659442
Curry, M. (2008). Critical friends groups: The possibilities and limitations embedded in teacher professional communities aimed at instructional improvement and school reform. Teachers College Record, 110(4), 733-774. ERIC No. EJ825498 Retrieved on April, 08, 2021.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791
Datnow, A. (2011). Collaboration and contrived collegiality: Revisiting Hargreaves in the age of accountability. Journal of Educational Change, 12, 147-158. https://doi.org/10.1007/s10833-011-9154-1.
Day, C., Stobart, G., Sammons, P., Kington, A., & Gu, Q. (2007). Teachers matter: Connecting lives, work and effectiveness. Open University Press.
Deveney, B. (2007). How well-prepared do international school teachers believe themselves to be for teaching in culturally diverse classrooms? Journal of Research in International Education, 6(3), 309-332. https://doi.org/10.1177/1475240907083198
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Fullan, M. J., & Hargreaves, A. (1996). What’s worth fighting for in your school? Teachers College Press.
Gajda, R., & Koliba, C. J. (2008). Evaluating and improving the quality of teacher collaboration: A field-tested framework for secondary school leaders. NASSP Bulletin, 92, 133-153. https://doi.org/10.1177/0192636508320990
Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality teaching Rounds. Teaching and Teacher Education, 68, 99-113. https://doi.10/1016/j.tate.2017.08.007
Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. Cassell.
Hargreaves, A. (2010). Presentism, individualism, and conservatism: The legacy of Dan Lortie’s Schoolteacher: A sociological study. Curriculum Inquiry, 40, 143-154. https://doi.org/10.1111/j..1467-873X.200900472.x.
Hargreaves, A. (2019). Teacher collaboration: 30 years of research on its nature, forms, limitation and effects. Teachers and Teaching: Theory and Practice, 25(5), 603-621. https://doi.org/10.1080/13549602.2019.1639499
Hargreaves, A., & Dawe, R. (1991). Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teaching and Teacher Education, 6(3), 227-241. https://doi.org/10.1016/0742-051X(90)90015-W
Hargreaves, A., & Fullan, M. J. (2020). Professional capital after the pandemic: Revisiting and revising classic understandings of teachers’ work. Journal of Professional Capital and Community, 5(3/4), 381–390. https://doi:10.1108/JPCC-06-2020-0039
Hargreaves, A., & O’Connor, M. T. (2017). Cultures of professional collaboration: Their origins and opponents. Journal of Professional Capital and Community, 2(2), 74-85. https://www.emerald.com/insight/content/doi/10.1108/JPCC-02-2017-0004/full/html
Hayden, M., & Thompson, J. (2011). Teachers for the international school of the future. In R. Bates (Ed.), Schooling internationally: Globalisation, internationalisation and the future for international schools (pp. 83-100). Routledge.
Hongboontri, C. (2006). Teacher collaboration: It takes a team to work. Thoughts, 34-59.
Hongboontri, C., & Jantayasakorn, M. (2016). Cultures of teaching: Mapping the teacher professional development terrain. Pertanika Journal of Social Sciences & Humanities, 24(3), 1139-1163. https://www.pertanika.upm.edu.my/resources/files/Pertanika
Hongboontri, C., & Keawkhong, N. (2014). School culture: Teachers’ beliefs, behaviors, and instructional practices. Australian Journal of Teacher Education, 39(5), 67-88. https://doi:10.14221/AJTE.2014V39N5.7
Ibrahim, A. (2020). What hurts or helps teacher collaboration? Evidence from UAE schools. Prospects. https://doi.org/10.1007/s11125-019-09459-9
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26. https://doi.org/10.3102/0013189X033007014
Jones, A. H. (2009). The marginalization of teacher education: Who we are, how we got here, how we fit in the big picture, and what we might do about it. Teacher Education Quarterly, (Winter), 7-14. https://files.eric.ed.gov/fulltext/EJ872646.pdf
Kane, R., Sandretto, S., & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72(2), 177-228. https://doi.org/10.3102/00346543072002177
Kelchtermans, G. (2006). Teacher collaboration and collegiality as workplace conditions: A review. Zeitschrift für Pädagogik, 52, 220-237. https://www.pedocs.de/volltexte/2011/4454/pdf/ZfPaed_2006_2_Kelchtermans_Teacher_collaboration_collegiality_D_A.pdf
Kleinsasser, R. C. (1993). A tale of two technical cultures: Foreign language teaching. Teaching and Teacher Education, 9(4), 373-383.
Lai, C., Li, Z., & Gong, Y. (2016). Teacher agency and professional learning in cross-cultural teaching contexts: Accounts of Chinese teachers from international schools in Hong-Kong. Teaching and Teacher Education, 54, 12-21. https://doi.org.10.1016/j.tate.2015.11.007
Laureano, J., Konukman, F., Gümüşdağ, H., Erodğan, Ş., Yu, J-H., Çekin, R. (2014). Effects of marginalization on school physical education programs: A literature review. Physical Culture and Sport Studies and Research, LXIV. https://doi.org/10.2478/pcssr-2014-0029
Leana, C. R. (2011). “The missing link in school reform.” Stanford Social Innovation Review, Fall, 30-35. https://ssir.org/articles/entry/the_missing_link_in_school_reform
Leonard, L., & Leonard, P. (2003). The continuing trouble with collaboration: Teachers talk. Current Issues in Education, 6(15). https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1615
Levine, T. H., & Marcus, A. S. (2010). How the structure and focus of teachers’ collaborative activities facilitate and constrain teacher learning. Teaching and Teacher Education, 26, 389-398. https://doi.org/10.1016/j.tate.2009.03.001
Liggett, T. (2010). ‘A little bit marginalized’: The structural marginalization of English language teachers in urban and rural public schools. Teaching Education, 21(3), 217-232. https://doi.org/10.1080/10476211003695514
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