Section archive - Beginning Teachers
Page 1/29 288 items
“Why I Don’t Teach as I was Trained”: Vietnamese Early Career ESOL Teachers’ Experience of Reality Shock
Trained intensively in teaching English for communication, beginning Vietnamese ESOL teachers still follow the traditional approach in their classroom, i.e., teaching for grammar-and-vocabulary exams. This contrast in pedagogical practices is caused by “reality shock”, which happens for most teachers during the first few years into teaching. The current study aims to explore how reality shock influences and transforms early career ESOL teachers’ teaching methodologies. It employs an interpretative case study research design to outline both external and internal factors that characterize reality shock. The results show that besides English education policy, students’ cooperativeness and professional support, the participants were also affected by their own pedagogical competence, beliefs, and attitudes. Recommendations for assessment policies, professional development and further research have also been put forward.
Updated: Aug. 03, 2022
Teaching is a profession in which the newly appointed teachers learn different methods of teaching skills, pedagogies of teaching and conducting research and should know the role and responsibilities of different academic leaders. The Faculty Induction Program (FIP) includes all these components. This article aims to study the perceptions of the newly appointed assistant professors or early-career faculty (ECF) regarding FIP, conducted by the Faculty Development Center (FDC) of Mizoram University, India. Out of 202 participants, 100 were selected by simple random sampling procedure. A self-constructed questionnaire was used for the collection of data. Focus group discussion was also conducted. The findings revealed that FIP conducted by the FDC was well organized. The participants benefitted by learning micro-teaching and its uses, the development of teaching-learning material, comprehensive and effective lesson planning, Bloom’s taxonomy, and the constructivist teaching approach.
Updated: Aug. 01, 2022
Preparedness and Experiences of Novice Teachers in the Sociopolitical Context of Heightened Immigration Enforcement: Evidence From a Survey of California Teachers
For teachers of immigrant-origin students and their peers, emerging research notes the challenge of facilitating a high-quality education for students subject to traumatic events related to harsh immigration enforcement policies. This study examines whether new teachers from seven teacher preparation programs experienced the impacts of immigration enforcement and felt prepared to support students who were impacted. The author surveyed new teachers in preservice and after 1 year of teaching (N = 473) using survey instruments developed by Cohen and colleagues along with additional constructs developed via pilot testing. New teachers reported that immigration enforcement negatively impacted their students and their job satisfaction. Teachers exposed to discussion of immigration policy and teachers who reported engaging with immigrant families in preservice were more likely to view themselves as prepared to support students. He discusses differences for teachers in urban, Title I, and elementary settings.
Updated: Jun. 02, 2022
The development of ePCK of newly hired in-field and out-of-field teachers during their first three years of teaching
This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching. The components of ePCK investigated included the knowledge and skills related to conceptual teaching strategies and student understanding of science. Seventeen newly hired teachers teaching in and outside their field of expertise participated in the study. The data collected included semi-structured interviews and classroom observations of the teachers. The study’s findings showed that early career OOF physical science teachers exhibited less developed ePCK and showed more inconsistencies in their ePCK compared to their in-field counterparts. The findings also revealed that ePCK fluctuated for most teachers, representing the tentative nature of emerging ePCK. This study has implications for those who prepare and support newly hired teachers.
Updated: May. 24, 2022
Compared to their more experienced colleagues, novice teachers are more likely to experience burn-out and leave the profession. They are also more likely to be assigned out-of-field. This paper shines a light on the emotional and cognitive nature of what is involved for these teachers as they learn to teach out-of-field. Fortune lines technique was used by four novice secondary teachers to reflect on how their perceived capacity and enjoyment changed in their out-of-field and in-field teaching practice, and the influences that caused those changes. Analysis showed that teachers experienced more growth in capacity and enjoyment in their out-of-field contexts compared to in-field, but that their experience of learning was more disrupted. Twelve interconnected categories of influence were identified, but teachers’ unique experiences show that tailored support should be informed by an understanding of what factors corrode and enhance each teacher’s perceived capacity and enjoyment.
Updated: May. 23, 2022
Metaphorically drawing the transition into teaching: What early career teachers reveal about identity, resilience and agency
This article examines the transition experiences of four early career teachers throughout their first year of teaching. Using metaphorical drawings and narratives, this study investigated the relationship between identity, resilience and agency during this transition period. By drawing on legitimate peripheral participation as a theoretical lens to theorise teachers’ transition experiences, the findings reveal that identity, resilience and agency worked in tandem to enable each early career teacher to look beyond challenges, pressure and fluctuating confidence during this critical transition period. These findings shed new light on why some teachers successfully withstand pressure throughout their first year of teaching.
Updated: May. 02, 2022
8Novice preschool teachers’ professional skills as assessed by preschool principals and the novice teachers themselves
Novice teachers’ need for support and induction is widely recognized, and so is the role of principals in that process. Accountability-driven reforms in education have compelled principals to increasingly focus on managerial responsibilities, whereas teachers are subjected to external assessment of their professional qualities and their students’ learning outcomes. This role division can undermine the principals’ readiness for instructional leadership and can affect their perceptions of novice teachers’ needs, knowledge, skills, and attitudes, which in turn potentially inhibits adequate support given to novice teachers. Therefore, it is important to know how principals and novice teachers assess novice teachers’ professional qualities. In this study, the authors investigated the Estonian preschool principals’ and novice preschool teachers’ assessments of the professional skills of novice teachers. Fifty-seven principals and 61 first-year teachers responded to a written questionnaire. They first found that, in almost all aspects, the novice teachers assessed their professional skills higher than did the preschool principals. Second, they found that when combining the assessments of both groups of respondents, the lowest ratings were given on novice teachers’ skills in working with children with different linguistic and cultural backgrounds and with children with special needs. They discuss relevant implications for early childhood teacher education.
Updated: Apr. 11, 2022
The year 2020 was one of unprecedented uncertainty for initial teacher education (ITE) with newly qualified teachers (NQTs) entering schools in the summer of 2020 still disrupted by COVID-19. Unfortunately, these disruptions have continued into 2021. This study explored the advice a group of NQTs have for student-teachers graduating during the disruptions to education caused by COVID-19. Through the use of a qualitative online survey, NQTs were asked to provide advice to student-teachers graduating this year. The findings provide three pieces of advice for ITE graduates: (1) Be mentally prepared; (2) Be practically prepared; and (3) Be flexible and adaptable. It is hoped that the advice provided by NQTs will help ITE graduates feel better prepared to begin teaching during uncertain times.
Updated: Apr. 05, 2022
The article discusses parent–teacher relationships in school micropolitics based on beginning teachers’ stories. The authors employ a narrative approach and investigate how micropolitical conditions and strategies are portrayed in beginning teachers’ stories of parent–teacher relationships. The research material consists of narrative interviews with seven Finnish primary school teachers in the first and second years of their careers. The findings indicate that micropolitical processes play a part in constructing parent–teacher relationships. These micropolitics both enable and limit these relationships and influence how beginning teachers learn to cope with parent relationships. The findings reveal various micropolitical strategies that beginning teachers use to enact and construct parent–teacher relationships. Furthermore, the findings show that parent–teacher relationships do not necessarily include just parents and teachers, but are multidimensional, encompassing several intertwined relationships that micropolitically condition parent–teacher relationships. The implications for pre- and in-service teacher education and school leaders are considered.
Updated: Mar. 30, 2022
Change advocacy as coping strategy: how beginning teachers cope with emotionally challenging situations
Beginning to teach after teacher education is commonly depicted as an emotionally challenging period. Beginning teachers deploy strategies to cope with the emotionally challenging transition from teacher education and starting a position as a teacher. One way of coping is trying change the origin of the challenges. The aim of the study was to investigate how teachers in their last year as student teachers and their first year as teachers make meaning of a change advocacy strategy to cope with challenging situations as teachers. A qualitative interview study was performed. Twenty-five participants were interviewed while studying in their last year of teacher education, and 20 were interviewed again after having worked as a teacher for a year. In between, 68 self-reports were collected. The material was analysed using constructivist grounded theory tools. The findings show that as student teachers the participants identified two prerequisites to be able to use the change advocacy strategy as beginning teachers: (1) establishing teacher ambiguity and (2) challenging the perceived negative mindset. When utilising a change advocacy strategy as beginning teachers, the participants tried to reform teaching practices and attain a position of competence.
Updated: Mar. 29, 2022