Section archive - Beginning Teachers
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Teachers' Exit Decisions: An Investigation into the Reasons Why Newly Qualified Teachers Fail to Enter the Teaching Profession or Why Those Who Do Enter Do Not Continue Teaching
The current study explores the motives for teacher attrition of newly qualified teachers who never started a teaching career and those dropping out after a short period. The analyses identified five reasons for exit attrition: ‘job satisfaction and relations with students’, ‘school management and support’, ‘workload’, ‘future prospect’ and ‘relations with parents’. The findings demonstrated that a lack of future prospects was the predominant reason for attrition. Furthermore, attrition differs according to gender, teaching degree and teachers' experience. Results reveal that exit attrition is highest for males and secondary school teachers.
Updated: Jun. 02, 2015
Predicting the Academic Achievement of First-Year, Pre-service Teachers: The Role of Engagement, Motivation, ATAR, and Emotional Intelligence
This study investigates the role of engagement, motivation, Australian Tertiary Admission Rank (ATAR), and emotional intelligence in the academic achievement of first-year, pre-service teachers. Although ATAR scores were found to be a significant predictor of academic achievement, scores on the Motivation and Engagement Scale emerged as a much stronger predictor of first-year grade point average.
Updated: May. 18, 2015
This article examines the psychological processes involved in constructing professional identities among novice teachers as expressed in stories they wrote about their induction year. The examination of these processes through narrative analysis with a literary dimension focuses on the teachers’ struggles with the conflicts, tensions, and gaps that arose during this year. The findings reveal that every story emphasizes one of the three aspects with which the novice teachers cope: has conflict, tension and gaps with which the novice teachers must cope.
Updated: May. 17, 2015
Understanding the Lived Experiences of Novice Out-Of-Field Teachers in Relation to School Leadership Practices
This article presents a study, which aimed to investigate the lived experiences of these teachers, how principals’ understanding and leadership styles influence the lived experiences of novice out-of-field teachers, and what these lived experiences mean for school leaders. The article highlights perceptions of school leaders and novice out-of-field teachers about out-of-field teaching. It concludes with a discussion on the interrelationships between school leaders’ understanding, novice teachers’ lived experience and what it means for the teaching environment.
Updated: May. 12, 2015
Relationships of New Teachers’ Beliefs and Instructional Practices: Comparisons Across Four Countries
This study investigates the relationship between new teachers' beliefs about instruction and teaching practices. It also discusses some possible reasons for the relationships between teacher beliefs and teacher practices within national and international contexts. To examine the relationships between new teachers’ beliefs and their instructional practices, the authors selected new teachers in four OECD countries including Hungary, Korea, Norway, and Turkey. The findings showed that the instructional practices of new teachers from the four selected countries were neither consistent nor aligned with their beliefs about instruction. One of the reasons for this result may be that new teachers’ self-reported instructional practices might differ significantly from their actual performance.
Updated: May. 05, 2015
The purpose of this study was to identify and explore the challenges that new secondary teachers experienced in the implementation of the Common Core State Standards (CCSS). The challenges include lack of preparedness for teaching CCSS, needs for understanding the CCSS language, the content in the standards, student learning, and the lack of resources. New teachers also reported challenges in collaboration with veteran teachers. They suggested that a collaborative learning community help them implement CCSS effectively. The collaboration should involve collaborative activities through peers, among school administration and teachers, online collaboration, and training workshops.
Updated: Apr. 30, 2015
This article describe a high-impact, low-cost, super-capstone course. The course is high-impact because graduating seniors regularly evaluate the course as being one of the most valuable of their college experience. It is low-cost because it requires minimal faculty resources, and super-capstone because it caps a capstone course. The authors described four instructional principles: (1) student-centered learning, (2) affective and experiential learning, (3) empathic listening, and (4) collaborative learning and sharing. The principles are central to humanistic education. They can be implemented in various ways and degrees in a wide variety of courses and disciplines, in large lecture classes and small seminars, and in many other teaching/learning circumstances as well.
Updated: Apr. 14, 2015
The goal of this study was to explore teachers’ beliefs about students in the United States and if these beliefs evolve during the first five years of teaching. Findings from the present study indicate that teachers’ beliefs about students are positive and adaptive and become more cohesive and positive during the first five years of teaching, despite the challenges typically encountered by beginning teachers.
Updated: Mar. 31, 2015
This study attempts to profile beginning teachers according to their professional identity tensions. These profiles regards beginning teachers' changing role from student to teacher, their care for students and their orientations towards learning to teach. The cluster analysis of these tensions revealed that the participants could be classified into six different profiles, namely: teachers struggling with (views of) significant others, teachers with care-related tensions, teachers with responsibility-related tensions, moderately tense teachers, tension-free teachers, and troubled teachers. Furthermore, 30 of the 42 beginning teachers who completed the questionnaire twice changed profiles after the transition period from student teacher to in-practice teacher.
Updated: Mar. 16, 2015
This article explores the difficulties that novice teachers confront at two economically, socially, and academically disadvantaged schools in the state of Nuevo Leon, Mexico. The difficulties these teachers face include issues related to parent involvement, resources, students’ basic learning background, teaching strategies for students with particular needs, discipline, work overload, and career preparation and curricular reform.
Updated: Mar. 12, 2015