| dc.description.abstract | See mobile teacher- New role in an Elementary School
Abstract
Mobile teachers are informal teachers who are actively engaged in teaching and passively preparing the teacher recruitment examination for elementary school. The present study builds from Wenger’s community of practice theory to analyze the practice of mobile teacher . The concepts of participation, non-participation, identity, identification and negotiability were applied to interpret mobile teachers’ experience. In this study, qualitative research was administered and the semi-structured in-depth interviews were also used to recruit data about ten mobil teachers’ learning in the social. Qualitative data were analyzed and arranged through textual analysis. Based on the text collection and analysis, five results are addressed blow.
1. Mobile teachers work at elementary school because of the flexibile working hours, the important influence of other peoples, the expectations of the self, and the simple nature of the work.
2. The recognition of the teacher′s identity by the mobile teacher is the sense of responsibility of the self, the professional growth of the self, the sense of accomplishment of the self, and the realization of the self-ideal.
3. Motivation for mobile teachers to continue to be mobile teachers is a friendly and considerate school environment, like-minded and harmonious society, and an open selection system.
4. The happy dedication of mobile teachers is the result of the process of learning as experience and doing in the communities and organizations they participate in.
5. The environment in which mobile teachers can make a living is the result of the process of learning as belonging and becoming in the communities and organizations they participate in. | en_US |