Section archive - Beginning Teachers
Page 13/27 268 items
This article draws on Margaret Somerville's ideas, who has suggested that a new methodology of postmodern emergence might allow researchers to disrupt the taken-for-granted and provide fresh insight into familiar problems. They argue that the research reminds them of the regenerative potency of relationships and conversations in which doubts and disillusion can be expressed and heard.
Updated: Nov. 24, 2014
Multilingual Primary Classrooms: An Investigation of First Year Teachers’ Learning and Responsive Teaching
This research explores the perspectives of newly qualified primary teachers (NQTs) who worked in multilingual classrooms in their first year of teaching. The findings indicated that that NQTs were engaged in reflection on pupils’ needs and interests and then try to tailor provision to engage pupils in formative challenging activities. Twenty one NQTs believed that they had begun to develop responsive forms of teaching, aided by support from and collaboration with other colleagues, including teaching assistants, many bilingual.
Updated: Nov. 17, 2014
Teacher Education Graduates’ Choice (not) to Enter the Teaching Profession: Does Teacher Education Matter?
The current study identifies the predictors of teacher education graduates’ choice on job entry. The participants were 217 student teachers (subsequently graduates) of integrated teacher training for secondary education. Results indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences between graduates who entered and those who did not enter the teaching profession.
Updated: Oct. 21, 2014
Newly Qualified Teachers’ Reflections on the Quality of Initial Teacher Education in the Republic of Ireland
This article discusses the impact of initial teacher education )ITE) on teachers’ professional experiences around the classroom teaching and interpersonal relationships with colleagues and parents. This article also explores what areas newly qualified teachers (NQTs( identified as deserving more attention within college courses. This article discusses the findings of a large scale mixed-methods research conducted on a variety of early professional experiences of beginning primary teachers in the Republic of Ireland. The findings reveal that majority of the sample expressed that they generally felt well prepared for teaching and carrying out teaching duties through their first year in practice. In addition, majority of preservice teachers identified teaching practice as the most important element of the ITE course. However, majority of the beginning teachers identified teaching methods as the most important element of the ITE course.
Updated: Oct. 06, 2014
In this study, the authors examined their efforts to teach beginning teachers’ formative assessment practices, specifically to elicit and interpret students’ mathematical thinking. This study surfaced a number of important ideas about scaffolding students’ learning of practice in the context of a commonly used teacher education assignment. The findings reveal that each scaffold examined in this paper appeared to support and shape student performance. Furthermore, fixed scaffolds designed in advance and scaffolds crafted in the moment based on the unfolding circumstances were both useful in supporting and shaping student practice.
Updated: Sep. 30, 2014
This article examines the realities of practice for beginning early childhood teachers. The article reports the beginning teachers' views about the issues they faced, their perceptions of preservice teaching, and the impact that this had on their transition from student to teacher. Findings reveal that the reality of moving from the role of the student to teacher was disconcerting for these new teachers. The move to being a “real” teacher was a formidable experience for these participants and this should be recognized relatedly.
Updated: Sep. 22, 2014
This study investigated the relationship between teachers’ beliefs about quality questions and their questioning behaviours in terms of questioning purposes, content focus, students’ cognitive level, wording and syntax. Findings show that although there was a general congruence between teachers’ beliefs and practices, there were discrepancies between what the teachers believed and what they actually did in the class with respect to the four specified features.
Updated: Sep. 22, 2014
Stories of Practitioner Enquiry: Using Narrative Interviews to Explore Teachers’ Perspectives of Learning to Learn
This article describes the decision to use narrative interviews in conjunction with an iterative validation process between the researchers and the participating teachers in research project at Newcastle University. This article examines how the decision to use narrative interviews supported a meaningful and ethical exchange between the teachers and researchers.The article also explores where knowledge generation was foregrounded, and how despite each teacher producing a unique, highly contextual story, cross-narrative themes emerged which have enabled the research team to broaden our understanding of practitioner enquiry.
Updated: Sep. 17, 2014
Systematic Design of Blended PBL: Exploring the Design Experiences and Support Needs of PBL Novices in an Online Environment
This study aims to inform teacher educators, professional development specialists, and researchers how they can better support teachers in designing blended PBL, especially in online environments. The study focused on an individual project, which required the participants to design a blended PBL lesson for their selected target audience. The results of this study suggest that professional development programs provide PBL novices with (a) an opportunity to design the whole PBL process using a systematic approach, (b) synchronous, interactive questioning sessions and customized scaffolding, (c) concise and easy-to-understand guidelines and checklists, and (d) opportunities to have a successful experience with PBL design.
Updated: Sep. 10, 2014
This article describes a two-year longitudinal study of two “at-risk” US teenagers who successfully transformed their unusually challenging high school experiences into motivation to become classroom teachers. Results suggest (1) memories of personal adversity in school may have a profound impact on an individual’s orientation to teaching, and (2) these memories can be used advantageously by pre-service teachers. Implications for teacher educators are discussed.
Updated: Aug. 24, 2014