You are here

Home » Content

The Twenty Statement Test in Teacher Development

Journal Name:

  • Turkish Online Journal of Qualitative Inquiry

Publication Year:

  • 2011

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
The purpose of this study is to describe teacher characteristics using Twenty Statements Test (TST). Study group includes a total of thirty-five individuals, including teachers, guidance and counselors and research assistants. The study used a qualitative approach on teacher identity. TST is one of the qualitative methods that were used to determine individual self-conceptualization. Study group were requested to write twenty statements that describe themselves responding to the question ―Who I am?‖ in a free format. The findings indicated that teachers were overwhelmingly in group c (reflective). No differences were found in terms of gender and profession. Only few significant differences have been found based on marital status. The utility of TST in teacher training and development was discussed.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-twenty-statement-test-teacher-development.pdf
  • 4
95
106
  • English

REFERENCES

References: 

Agaraou-Fernandez, E., & de Guzman, A. B. (2006). Exploring the dimensionality of teacher professionalization. Educational Research Policy Practice, 5, 211-224.
Atay, D (2007). Teacher research for professional development. ELT Journal, 62(2), 139-147.
Arnolds, J., & Nicholson, N. (1991). Construing self and others at work in the early years of corporate careers. Journal of Organizational Behavior, 12(7), 621-639.
Turkish Online Journal of Qualitative Inquiry, October 2011, 2(4)
105
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
Borich, G. (1999). Dimensions of self that influence effective teaching. In R. Lipka & T. Brinthaupt (Eds.), The role of self in teacher development (pp. 92–117). Albany, NY: State University of New York Press.
Britzman, D. (2003). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press.
Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349-362.
Burden, P. R. (1982). Implications of teacher career development: New roles for teachers, administrators, and professors. Action in Teacher Education, 4(4), 21-25.
Burke, P. J., & Tully, J. C. (1977). The measurement of role identity. Social Forces, 55(4), 881-897.
Carpenter, S., Meade-Pruit, S. M. (2008). Does the Twenty Statement Test elicit self-concept aspects that are most descriptive? World Cultures eJournal, 16(1), art 3.
Couch, C. J. (1967). Self-identification and alienation. Sociological Quarterly, 7(3), 255-267.
Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, What can leaders do. Educational Leadership, 60(8), 6-13.
Falk, W. H., Sonenfeld, C. (1974). Self theory and the Twenty Statements Test: An application to women. ERIC Document 110 397.
Flores, M. A., &Day, C. (2006). Contexts which shape and reshape new teachers‘ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232.
Freese, A. (2006). Reframing one‘s teaching: Discovering our teacher selves through reflection and inquiry. Teaching and Teacher Education, 22, 110–119.
Frank, C. R., & Uy, F. L. (2004). Ethnography for teacher education. Journal of Teacher Education, 55, 169-283.
Hamachek, D. (1999). Effective teachers: What they do, how they do it, and the importance of self-knowledge. In R. Lipka & T. Brinthaupt (Eds.), The role of self in teacher development (pp. 189–228). Albany, NY: State University of New York Press.
Hammerness, K., Darling-Hammond, L., & Bransford, J. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358–389). San Francisco: Jossey-Bass.
Hargreaves, A. (1998). Emotional practices of teaching. Teaching and Teacher Education, 14, 835-854.
Hargreaves, A., Jacka, N. (1995). Induction or seduction? Postmodern patterns to teach. Peabody Journal of Education, 70(3), 41-61.
Hoban, G. (2007). Considerations for designing coherent teacher education programs. In J. Butcher & L. McDonald (Eds.), Making a difference: Challenges for teachers, teaching and teacher education (pp. 173–187). Rotterdam: Sense Publishers.
Hussein, J. W. (2007). Experience gained through engaging student teachers in a developmental reflective process. Teacher Development, 11(2), 189-201.
Jay, J. K. (2003). Quality teaching: Reflection as the heart of practice. Lanham, MD: Scarecrow Press.
Korthagen, F., & Vasalos, A. (2005). Levels in Reflection: Core Reflection as a Means to Enhance Professional Growth. Teachers and Teaching: Theory and Practice, 11(1), 47–71.
Korthagen, F., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum.
Kuhn, M. H., & McParland, T. (1954). An Empirical Investigation of self-attitudes. American Sociological Review 19, 68-76.
Turkish Online Journal of Qualitative Inquiry, October 2011, 2(4)
106
Kuhn, M. K. (1960). Self-Attitudes by age, sex, and professional training. The Sociological Quarterly, 1(1), 39-54.
Larrivée, B. (2000). Transforming teaching practice: Becoming a critically reflective teacher. Reflective Practice, 1(3), 294–307.
MacLure, M. (1993). Arguing for your self: Identity as an organising principle in teachers‘ jobs and lives. British Educational Research Journal, 19(4), 311–323.
Nicholson, N. (1984). A theory of work role transitions. Administrative Science Quarterly, 29, 172-191.
Olsen, B. (2008). Teaching what they learn, learning what they live. Boulder, CO: Paradigm Publishers.
Peng, Nisbett, R. E., & Wong, Y. C. (1997). Validity problems comparing values across cultures and possible solutions. Psyhcological Methods, 2, 329-344.
Rees, A., & Nicholson, N. (1994). The Twenty Statement Test. In C. Cassell and G. Symon (Eds.), Organizational Research Methods: A Practical Guide. Thousands Oaks: Sage.
Rodgers, C., & Scott, K. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D.J. McIntyre & K.E. Demers (Eds.), Handbook of research on teacher education: Enduring questions and changing contexts (pp. 732–755). New York: Routledge.
Rooth, E. (2000). An investigation of the enhanced relationships in life skills between participants: In courses and the environment. Pretoria: Human Sciences Research Council.
Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In P. Denicolo & M. Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5–21). Oxford: Routledge.
Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
O‘Conner, K. E. (2008). ―You choose to care‖: Teachers, emotions, and professional identity. Teaching and Teacher Education, 24, 117-126.
Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72(1), 67-88.

Thank you for copying data from http://www.arastirmax.com