Section archive - Beginning Teachers
Page 13/29 283 items
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
Coming to Know in the ‘Eye of the Storm’: A Beginning Teacher’s Introduction to Different Versions of Teacher Community
This article describes the experience of one beginning teacher in her first year of teaching. The findings reveal that three themes of global significance available for reflective analysis are interwoven throughout Anna Dean’s narrative of coming to know teacher community in her first year of teaching: (1) conflicting versions of teacher community, (2( shifting school landscapes shifting teacher identities, and (3) The eye of the storm-the perfect storm metaphors. The author concludes that beginning teacher’s experience of teacher community in the eye of a storm reveals how what exists in school contexts and in professional relationships between and among experienced teachers, administrators and consultants affects beginning teachers’ knowledge developments.
Updated: Feb. 24, 2015
The Influence of a Technology-Based Internship on First-Year Teachers’ Instructional Decision-Making
This study examined the influence of technology-based internships on teachers’ instructional decision-making during their first year in the classroom. The findings indicated that the technology internship exposed participants to such realities as time and classroom management, adaptation to available technology resources, and introducing new tools to students.
Updated: Feb. 17, 2015
This study examines the evolution of one novice’s teacher’s informal virtual mentoring network to determine if characteristics of traditional mentoring networks and relationships mirror characteristics of a Twitter mentoring network. Results indicate that the novice teacher’s network was used primarily to seek information from other professionals, since her two primary informal mentors were secondary mathematics teachers. Novice teachers typically have more information needs than more experienced teachers and would likely need to ask more questions and have fewer resources to share than experienced teachers. Furthermore, the frequency of interactions decreased over time despite the potential ease of posting to Twitter.
Updated: Feb. 15, 2015
From the imagined to the practiced: A case study on novice EFL teachers’ professional identity change in China
This article examines the change of four novice EFL teachers’ professional identities in the first years of teaching in K-12 schools in China. the findings suggest that (1) novice teachers’ cue-based or exemplar-based imagined identities may change into rule-based or schema-based practiced identities as mediated by the mixed influences of the institutional contexts of school and the dynamic educational contexts; and that (2) the institutional pressures seem to cause the imagined identities to be negatively replaced, but the teacher’s perseverance and agency in seeking opportunities of professional development may ultimately determine the positive evolution of the imagined identities.
Updated: Feb. 08, 2015
Tensions in Beginning Teachers’ Professional Identity Development, Accompanying Feelings and Coping Strategies
This paper examined tensions encountered by 182 beginning teachers during their professional identity development. The article also explored the feelings that accompanied these tensions and the ways they tried to cope with these. The findings reveal that tensions that are often mentioned by beginning teachers concerned conflicts between what they desire and what is possible in reality. Female teachers reported more tensions than their male colleagues, while final-year student teachers did not differ from first-year in-practice teachers in the number of tensions they experienced. Tensions were often accompanied by feelings of helplessness, anger or an awareness of shortcomings.
Updated: Jan. 20, 2015