Skip to main content
Home Home
  • Home
  • Sections
  • About
  • FAQ
  • Contact
  • Newsletter
  • Log in

International Portal of Teacher Education

The online resource of academic content on teacher training and teacher education

Accessibility Menu

  • Increase font size
  • Decrease font size
  • Reset font size
  • Grayscale
  • High contrast
  • Highlight links
  • Negative contrast
  • Readable font
  • Reset setting
Search keywords Search authors Search countries
Advanced search

Search form

Section archive - Beginning Teachers

Page 11/29 288 items
  • « first
  • ‹ previous
  • …
  • 7
  • 8
  • 9
  • 10
  • 11
  • 12
  • 13
  • 14
  • 15
  • 16
  • …
  • next ›
  • last »
101
The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers’ Science Classroom Teaching Identity
Authors: Katz Phyllis, McGinnis J. Randy, Riedinger Kelly, Marbach-Ad Gili, Dai Amy
In this article, the authors investigated how the informal science education (ISE) innovations in the elementary teacher education program affected the participants as they began their professional lives as classroom teachers of science. The authors found that the two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning–qualities that are emphasized in ISE contexts. Specifically, the affective benefits derived from the infusion of ISE contributed to developing how they came to see and enact reform-oriented science teaching practices.
Published: 2013
Updated: Mar. 16, 2016
102
Reflective Practice as “Enrichment”: How New Early Childhood Teachers Enact Preservice Values in Their Classrooms
Authors: Recchia Susan L., Beck Lisa
This study followed a cohort of new early childhood teachers from preparation into their first year of teaching, giving voice to their challenges and triumphs, and insight into the elements of their preparation program which they continued to value and build on in their classroom practice. The findings revealed that participants’ perceptions on those elements of the program which best guided their decisions in practice, such as reflective thinking about their daily work and child observation and inquiry. Overall, although the participants expressed feeling less prepared in terms of specific curricula which aligned with their particular teaching settings, they seemed to feel most prepared in those skills that can be applied broadly across a wide variety of classrooms and educational contexts, such as observation, reflection, and differentiation.
Published: 2014
Updated: Mar. 09, 2016
103
“You Are Learning Well My Dear”: Shifts in Novice Teachers’ Talk About Teaching During Their Internship
Authors: Bieda Kristen N., Sela Hagit, Chazan Daniel
The purpose of this article is understanding shifts in the nature of intern teachers' justifications for their appraisals of instruction. The results of this analysis of mentor and intern teachers’ arguments about the teaching of solving equations suggest the usefulness of attending to teachers’ justifications for claims about teaching as one measure of an epistemic framework, which guides teachers’ knowledge-in-action.
Published: 2015
Updated: Feb. 15, 2016
104
Teaching as Assemblage: Negotiating Learning and Practice in the First Year of Teaching
Authors: Strom Kathryn
This case study aimed to examine the construction of teaching practices of a first-year science teacher in an urban school setting to illustrate the non-linear nature of teaching activity. The author contends that by examining the conflux of elements present in the settings where new teachers teach and the ways those elements work together to shape practice, teacher education researchers will help advance the field’s understanding of teacher learning as continually transforming in relation to the teacher’s own experiences, her students, the classroom and school context, and the broader state and federal policies that bear down on her teaching. The author concludes that non-linear conceptual and methodological frameworks turn the attention to the processes through which outcomes are produced.
Published: 2015
Updated: Feb. 08, 2016
105
Keeping It Complex: Using Rehearsals to Support Novice Teacher Learning of Ambitious Teaching
Authors: Lampert Magdalene, Franke Megan L., Kazemi Elham, Ghousseini Hala, Turrou Angela Chan, Beasley Heather, Cunard Adrian, Crowe Kathleen
The authors analyze a particular pedagogy for learning to interact productively with students and subject matter, which they call “rehearsal.” Their goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. The results of the quantitative analyses characterize how typical rehearsals were structured and what was worked on. Furthermore, the results show how NTs and TEs worked together to enable novices to study principled practice through qualitative analyses of a particularly salient aspect of ambitious teaching, namely, eliciting and responding to students’ performance.
Published: 2013
Updated: Jan. 26, 2016
106
Using Improvement Science to Better Support Beginning Teachers: The Case of the Building a Teaching Effectiveness Network
Authors: Hannan Maggie, Russell Jennifer L., Takahashi Sola, Park Sandra
This paper analyzes how Effectiveness Network (BTEN) schools supported new teacher development using a standard feedback process and improvement science methods. The findings reveal that BTEN participants almost universally reported the use of the feedback process as strengthening relationships between administrators and teachers by opening up communication and making new teachers more visible and vocal in the schools. In addition, administrators also described the consistency and inclusiveness of BTEN as important to improving relationships and developing teachers’ expertise.
Published: 2015
Updated: Jan. 10, 2016
107
Exploring the Written Dialogues of Two First-Year Secondary Science Teachers in an Online Mentoring Program
Authors: Bang EunJin, Luft Julie
The purpose of this study was to investigate the changes and learning processes beginning science teachers made in their online mentoring experiences, specifically when written dialogues were used as the primary modes of communication between mentors and mentees. The results reveal that the two pairs of mentee–mentors showed different participation patterns that affected the intensity of the creation of new realities, and affected whether the mentees tried/vetted new teaching practices suggested by their mentors. However, the two beginning science teachers shared teaching practices they had learned during their teacher education programs, and discussed how these practices were different from those currently in use by more experienced teachers at their schools.
Published: 2014
Updated: Dec. 15, 2015
108
The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions
Authors: DeAngelis Karen J., Wall Andrew F., Che Jing
In this study, the authors examined the direct effects of preservice preparation quality and early career support as well as potential moderating effects of early career support on the career intentions and decisions of novice teachers. The findings confirm and extend prior research related to the effects of early career support alone and in conjunction with varying levels of satisfaction with preservice preparation. The authors show a direct association between new teachers’ perceptions of preservice preparation quality and their intentions to remain in their current school and in the profession. In conclusion, this study provides a first and important step in filling a gap in the teacher attrition literature by examining whether mentoring and induction support differentially influences beginning teachers’ career intentions and decisions depending on their level of preservice preparation.
Published: 2013
Updated: Nov. 18, 2015
109
Bridging the gap for beginning teachers: researcher as mentor
Authors: D'Souza Lisa Andries
This study aims to examine the development of an unintended mentoring relationship between researchers and participants during a longitudinal, qualitative study. It highlights the opportunity for teacher preparation to serve as a bridge to close the gap in learning between the relatively theoretical world of teacher preparation and practical world of classroom teaching. Two larger themes emerged from the findings: (1) the importance of trust in supporting beginning teachers; and (2) the researcher as a bridge between learning and teaching.
Published: 2014
Updated: Sep. 10, 2015
110
Extended Business Work Placements for Teachers: Between Lived Experience and Barriers to Professionalisation
Authors: Zaid Abdelkarim, Champy-Remoussenard Patricia
This paper focuses on professional work placements for teachers of business and management. Two perspectives are articulated. On the one hand, a didactic perspective will examine the reconstruction of ‘business’ as an object to be taught by the teachers. On the other hand, the professionalisation dynamics point of view will examine the shifts in teachers’ perceptions.
Published: 2015
Updated: Sep. 02, 2015
  • « first
  • ‹ previous
  • …
  • 7
  • 8
  • 9
  • 10
  • 11
  • 12
  • 13
  • 14
  • 15
  • 16
  • …
  • next ›
  • last »

Trends in Teacher Education

Trends in Teacher Education

Assessment & Evaluation

Assessment & Evaluation

Beginning Teachers

Beginning Teachers

Instruction in Teacher Training

Instruction in Teacher Training

Professional Development

Professional Development

ICT & Teaching

ICT & Teaching

Research Methods

Research Methods

Multiculturalism & Diversity

Multiculturalism & Diversity

Preservice Teachers

Preservice Teachers

Theories & Approaches

Theories & Approaches

Programs & Practicum

Programs & Practicum

Mentoring & Supervision

Mentoring & Supervision

Teacher Educators

Teacher Educators

Follow us

More international academic portals for teachers

© 2023 The MOFET Institute     |     Terms of use