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A Qualitative Study of Three Virginia National Board Certified Teachers' Career Paths, Post-NBCT Certification.

机译：NBCT认证后，对三个弗吉尼亚国家委员会认证的教师职业道路的定性研究。

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摘要

In this qualitative study, I analyzed the career paths of three Virginia National Board Certified Teachers (NBCTs), post-NBCT certification. The three NBCTs worked in the same small, urban school district that employed four NBCTs. Two NBCTs in this study held the certification since 2006; one NBCT held the certification since 2007. The qualitative study was bound by time, setting, and events. The study took place in the spring and fall of 2010, in each NBCT's professional environment, and with the NBCT's professional context.;I applied Patton and McMahon's (2006) Systems Theory Framework (STF) and the National Board for Professional Teaching Standards' (NBPTS, 2002) the Five Core Propositions to examine themes and propositions that emerged in NBCTs' career path decision-making and career paths. The STF (Patton & McMahon, 2006) encompasses a theoretical framework of both content and process influences that may affect an individual's career development. I studied which, if any, themes, including individual, contextual, social, and environmental-societal in relation to recursiveness, time, and chance, emerged as influences when NBCTs discussed career paths. The Five Core Propositions of the NBPTS (2002) define the characteristics that National Board Certification recognizes in a NBCT's professional practice. I researched whether these propositions (NBPTS, 2002) emerged in NBCTs' discussions of career paths, post-NBCT certification, to find out if NBCTs continued to demonstrate these propositions while they held the ten-year certificate or if these propositions, which served as an assessment criteria, only were present in NBCTs' practices when they attempted National Board Candidacy (NBPTS, 2002).;I incorporated interviews, observations, document analysis, and unstructured visits for data collection and analysis. Findings showed all three NBCTs entered National Board candidacy while employed in this school division and then remained in the same school division, in the same professional position, post-NBCT certification. Themes from the STF (Patton & McMahon, 2006) and The Five Core Propositions (NBPTS, 2002) emerged as influences when NBCTs discussed career paths. It was noteworthy that each NBCT's perception of factors that influenced career progression, post-NBCT certification, were unique to the individual but were supported by the content and process influences of the STF (Patton & McMahon, 2006).
机译：在这项定性研究中，我分析了三名弗吉尼亚国家委员会认证教师（NBCT）在NBCT之后的职业发展道路。这三个NBCT在一个雇用了四个NBCT的小型城市学区工作。自2006年以来，本研究中的两个NBCT持有该认证；一家NBCT自2007年以来就持有该证书。定性研究受时间，环境和事件的约束。该研究于2010年春季和秋季在每个NBCT的专业环境中进行，并根据NBCT的专业背景进行。我应用了Patton和McMahon（2006）的系统理论框架（STF）和国家专业教学标准委员会（ NBPTS，2002年）《五个核心命题》，研究了NBCT的职业道路决策和职业道路中出现的主题和主张。 STF（Patton＆McMahon，2006）涵盖了内容和过程影响的理论框架，这些影响可能会影响个人的职业发展。我研究了哪些主题，包括与递归性，时间和机会相关的个人，上下文，社会和环境社会主题，这些影响在NBCT讨论职业道路时会产生影响。 NBPTS（2002年）的五个核心主张定义了国家委员会认证在NBCT专业实践中认可的特征。我研究了这些主张（NBPTS，2002）是否出现在NBCT的职业道路讨论中，NBCT认证之后，以查明NBCT在持有十年证书期间是否继续证明这些主张，或者是否作为提议被用作一种评估标准，只有在NBCT尝试进行国家委员会候选资格时才存在（NBPTS，2002年）。我纳入了访谈，观察，文档分析和非结构化访问以进行数据收集和分析。调查结果显示，所有三个NBCT在该部门任职时都进入了国家委员会的候选人资格，然后在NBCT认证后留在同一学校部门中，处于相同的专业职位。当NBCT讨论职业道路时，来自STF（Patton和McMahon，2006）和“五个核心主张”（NBPTS，2002）的主题就产生了影响。值得注意的是，每个NBCT对于NBCT认证后影响职业发展的因素的理解都是个人所独有的，但得到了STF内容和过程影响的支持（Patton＆McMahon，2006）。

著录项

  • 作者

    Wargo, Holly Lynn.;

  • 作者单位

    The George Washington University.;

  • 授予单位 The George Washington University.;
  • 学科 Education Teacher Training.
  • 学位 Ed.D.
  • 年度 2012
  • 页码 257 p.
  • 总页数 257
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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