The “not yet being” of education:how hope inspires teaching practice of elementary teachers in Edmonton, Alberta, Canada
Notice bibliographique
Résumé
Hope is a complex concept that is often used simply in common vernacular.It can be understood as positive anticipation for the future and its power can be experienced when we feel despair or discouragement.Currently, despair and discouragement have become a lived reality for many teachers, evidenced by high teacher burnout rates.Teacher burnout is a topic that many popular publications offer opinion or rhetoric on; however, there is little to be seen as an adequate response to the phenomenon.As such, now would be a time to investigate hope.The research presented in this thesis explored the way hope inspires elementary teachers in their practice with an aim to offer suggestions and solutions to the teacher burnout problem.Eleven elementary teachers working in Edmonton, Alberta, Canada, were interviewed in the course of this study about the role that hope plays in their professional work.The research presented in this thesis takes a qualitative approach and used thematic analysis to interpret the data represented by interview transcripts.Three themes were determined: Hope for Connection explores relationships and community, Hope for Growth describes development and maturation, and Hope for Engagement illustrates action taken to influence the future towards a desired outcome.The distinctiveness of each theme is explored, as well as their interconnectedness.The researcher used the themes determined through the analysis to formulate an answer to the research question "How does hope inspire the professional practice of elementary teachers?".Responses from participants indicate that the hopes represented in the themes informed and motivated many practical decisions teachers made in their practice, such as classroom management, lesson planning, and assessment.The experiences of hope expressed by teachers in relation to their work with students could often be connected to possible mitigation of burnout factors.Additionally, the hopes for Connection, Growth and Engagement teachers expressed for students were also hopes they expressed for themselves personally.An unexpected outcome of conversations with participants was the expression of how uncomfortable and strange it was for them to reflect and discuss the concept of hope so extensively.The unfamiliarity of discussing hope, as well as the obstacles teachers shared with regards to experiencing hope, could indicate deficiencies in ensuring hope for Connection, Growth and Engagement are present for teachers.The possible gaps in actualizing hopes for teachers provide a starting point to determine solutions to the teacher burnout problem.As teachers use their hopes for students to inform the decisions of their practice, educational stakeholders should consider hopes for teachers to plan and inform decisions that design a hope-fostering culture in education as a means to decrease teacher burnout.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».