Section archive - Beginning Teachers
Page 14/29 285 items
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
Micropolitical Staffroom Stories: Beginning Health and Physical Education Teachers’ Experiences of the Staffroom
This paper explores the micropolitical staffroom experiences of two beginning health and physical education teachers. The two narratives draw attention to how the context of the staffroom significantly shaped and reshaped the beginning teachers’ micropolitical learning and practices throughout their first year of teaching. The findings reveal that staffroom occupants shaped situations which beginning teachers encountered. The two beginning teachers became more micropolitically ‘literate’ overtime with a more in depth understanding of the particular context and prevailing micropolitical staffroom stories. The authors recommend that more attention needs to be paid to the staffroom as a micropolitical context in which beginning teachers transition, learn and develop professional and micropolitical identities.
Updated: Jan. 19, 2015
Pupil Aggressiveness and Perceptual Orientation towards Weakness in a Teacher who is New to the Class
This study aimed to investigate possible relationships between aggressiveness in pupils and the extent to which pupils will seek signs of weakness in teachers who are new to the class. The authors also explored whether gender moderated the relationship between aggressiveness and the perceptual orientation studied. The results reveal connections between aggressiveness and perceptual orientation towards weakness in teachers. The results also support the conclusion that interest in weakness is generally connected to aggressiveness, mainly proactive aggressiveness, regardless of gender.
Updated: Jan. 19, 2015
Beginning Teachers’ Experience of the Workplace Learning Environment in Alternative Teacher Certification Programs: A Mixed Methods Approach
This paper discusses to what extent students of teaching in early entry teacher education programs experience their work environment as a stimulating learning environment. The results indicate that in most schools opportunities for learning are incidental and not in the form of labour. Student teachers are not gently introduced into the practice of teaching, gradually taking more responsibilities and becoming experts. Besides, the core of the practices for teachers is enacted in classrooms where student teachers are left to their own devices. However, autonomy is highly valued but double-edged: a source of motivation and isolation. Furthermore, when knowledge exchange, reflection and problem solving occur, they have little prospect of improving student teachers’ conceptual knowledge and deep understanding.
Updated: Jan. 06, 2015
Struggling for a Professional Identity: Two Newly Qualified Language Teachers’ Identity Narratives during the First Years at Work
The purpose of this article was to examine how two newly qualified teachers constructed their identity. The findings reveal that the participants’ stories display two different experience narratives: a painful and an easy beginning. Despite the same teacher education programme and the same kind of working environment, these cases represented two clearly different ways of experiencing the induction phase. This study supports the idea of a violent impact that the induction period can have on teachers’ self-understanding. Understanding teachers’ induction from the perspective of a possible identity crisis can open up ways of supporting newly qualified teachers in their professional development, both during their teacher studies and during the induction phase.
Updated: Dec. 21, 2014
This article reexamines the data set of a longitudinal study of four novice EFL teachers’ motivation in the context of Japan. The article attempts to illuminate novice teachers’ changing motivation and self-concept as situated in the routines of their first teaching posts. A major finding of this study is the weakened effects of ideal selves as future self-guides. Another salient characteristic which was found about novice teachers’ motivation and self-concept was the power of reflexivity. The four novice teachers’ stories in the second stage showed that the responsibilities, constraints, pressure, and joy of the reality of secondary school teaching induced serious reflective thoughts in their minds.
Updated: Dec. 08, 2014
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