Section archive - Beginning Teachers
Page 1/26 253 items
As global migration increases, teachers increasingly need to cope with the difficulties of immigrant students. Using the narratives of beginning teachers, the authors focus on two main questions: What process do beginning teachers undergo in coping with injustices committed against their students? And how do they act in cases of social injustice that arise in their work? The narrative inquiry on which this article is based helps to gain a better understanding of beginning teachers’ social justice experiences and perceptions. Findings point to a process of critical reflection on exclusion and inclusion which prompts action for social justice on two levels: individual and school system. The article sheds light on the contribution of beginning teachers’ narratives to understanding the notion of social justice, and its significant implications for teacher education.
Updated: Dec. 29, 2020
Teacher attrition rates are high in urban schools, particularly for new science teachers. Little research has addressed how science teachers can be prepared to effectively bridge the divide between preparation and urban teaching. The authors utilized the theoretical frameworks of social justice, identity, and structure‐agency to investigate this transition. Specifically, they examined the Urban Science Teacher Preparation (USTP) program as a critical case of “well‐prepared” urban science teachers. Study participants included one cohort of four teachers. Data, primarily from individual interviews, a focus group, and written reflections, were collected from participants during pre‐service preparation and their first year of teaching. The USTP program nurtured the development of a professional identity aligned with teaching science for social justice, with a unique emphasis on identifying structural injustices in schools. Findings indicate all four teachers used their identities to negotiate school policies and procedures that restricted student opportunities to learn science through three processes: deconstructing the context, positioning themselves within and against the context, and enacting their identities. These findings suggest the importance of USTP programs to provide teacher candidates with political clarity for teaching for social justice and sustained induction support to resist school socialization pressures.
Updated: May. 26, 2020
This article explores the emergence of Emirati novice teachers’ professional identity from a socio-cultural viewpoint where influences on identity are sourced internally through beliefs, attitudes, values and dispositions and externally through factors such as roles and responsibilities. Empirical data collected through individual and group interviews and analysed using content analysis, highlights both challenges and emergence of professional identity from point of graduation through to the end of the first year of teaching. The results show that influences on professional identity relate to challenges of raising learner outcomes in relation to delivery of the curriculum, managing the self in multiple contexts, and participating in school-based communities of practice. Teaching science and mathematics in English raises queries of ‘self’ as a teacher. Novice teachers’ emerging professional identity emphasises the ethics of teaching in the UAE.
Updated: Mar. 09, 2020
The meaning of teacher education in an exam-oriented education system: lessons from novice secondary teachers in Korea
This study investigated four novice secondary teachers’ experience and perceptions of teacher education in relation to their current work experience in a high-stakes testing context. The novice teachers commonly indicated that their preparation, which had focused on content expertise, turned out to have little significance in schools, as they mainly executed teaching to the test. Instead, their role as homeroom teachers, which was concerned with caring and supporting students, was found to have much more significance. Accordingly, they indicated that teacher education must more strongly emphasise preparing teachers for that role, which requires them to become mature, considerate, and autonomous educators. Based on this finding, this study suggests the need for a clearer conception of and emphasis on the subjectification function of teacher education that is grounded in the consideration of the fundamental vision, purpose, and meaning of teacher education in a society.
Updated: Oct. 24, 2019
This paper explores the Estonian novice teachers’ learning and knowledge building (LKB) practices in the extended professional community during the induction programme using well-known knowledge conversion model. The assumption in this study is that a teachers’ participation in the extended professional community facilitates their professional development. The survey was conducted with 101 novices after their induction programme. The patterns of novices’ LKB practices in the professional learning community during the induction programme were explored. The analysis showed to what extent extended professional community may be formed during the induction year. LKB practice patterns among the novices were identified. The authors discovered that many novices felt that there was insufficient support from other teachers and from university experts.
Updated: Sep. 12, 2019
Using Tools to Promote Novice Teacher Noticing of Science Teaching Practices in Post-Rehearsal Discussions
This article examines the potential of tool-supported rehearsal enactments and post-rehearsal discussions to provide novices with opportunities to develop the ability to notice and interpret critical features of science teaching. The results revealed that the tools guided novices to collectively identify, interpret, and share insights to respond to critical issues of science teaching and learning related to using the science teaching practices to support student learning.
Updated: Dec. 25, 2018
A Case Study of Early Career Secondary Teachers’ Perceptions of their Preparedness for Teaching: Lessons from Australia and Spain
This case study aims to identify the extent to which beginning teachers believe they are prepared for their careers through their teacher training. The study also examines what teachers have learned as practicing teachers. The findings indicated that the internship period was believed to be of most use and benefit in the preparation of pre-service teachers for entering the profession. The findings suggest that the practicum also leads to an awareness of the participants’ vocational identity as teachers, where values as educators are reasserted and they become more conscious of their transition from being university students to being ‘teachers’.
Updated: Dec. 09, 2018
This article compares the ways in which two teachers use of Twitter and other forms of technology in their professional lives. The author found that both teachers noted that using Twitter to gain access to resources and connect with professionals in the field was critical for them and could be of value for teachers more generally. The author also found that both participants expressed overall positive dispositions toward technology use generally and Twitter specifically. Both teachers also faced challenges in their engagement with technology.
Updated: Dec. 02, 2018
This study aimed to examine the specific problems of beginning teachers in Dutch urban primary schools. The findings reveal that beginning teachers encounter several challenges in urban primary schools. The authors found that most prominent challenges were common problems that teacher encounter at schools, such as a high workload, stress and inadequate guidance and support. The participants also mentioned that they had difficulties handling with parental involvement. They had Interactions with highly educated and critical parents as well as interactions with parents from cultural minority groups. They found both types of interactions as difficult to handle.
Updated: Nov. 25, 2018
Career Orientations and Career Cultures: Individual and Organisational Approaches to Beginning Teachers’ Careers
The purpose of this article is twofold. Firstly, to outline teachers’ orientations towards careers in their first three years in the profession. Secondly, to examine how schools as organisations deal with career, developing a model of organizational responses. In this article, the author provides a new perspective on how schools themselves deal with the career orientations of their teachers, developing a categorisation of what he terms organisational ‘career cultures’.
Updated: Nov. 15, 2018