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Section archive - Beginning Teachers

Page 15/29 283 items
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141
Beginning EFL Teachers’ Beliefs about Quality Questions and Their Questioning Practices
Authors: Pham Ly Ngoc Khanh, Hamid M. Obaidul
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.
Published: 2013
Updated: Sep. 22, 2014
142
“Reality Shock”: New Early Childhood Education Teachers
Authors: Mahmood Sehba
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.
Published: 2013
Updated: Sep. 22, 2014
143
Stories of Practitioner Enquiry: Using Narrative Interviews to Explore Teachers’ Perspectives of Learning to Learn
Authors: Thomas Ulrike, Tiplady Lucy, Wall Kate
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.
Published: 2014
Updated: Sep. 17, 2014
144
Systematic Design of Blended PBL: Exploring the Design Experiences and Support Needs of PBL Novices in an Online Environment
Authors: An Yun-Jo
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.
Published: 2013
Updated: Sep. 10, 2014
145
Taking a Stance through Visual Texts: Novice Teachers as Educational Agents
Authors: Orland-Barak Lily, Maskit Ditza
This study investigated novice teachers’ attributions of their experiences of internship, as conveyed through a visual text. Findings indicate that novices expose critical stances in relation to activism, collegiality, and leverage, making public their unique potential to improve the educational system.
Published: 2014
Updated: Aug. 24, 2014
146
From “At-risk” Youth to Wounded Healer: A Longitudinal Study of Two Pre-service Teachers
Authors: Esping Amber
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.
Published: 2014
Updated: Aug. 24, 2014
147
Characterizing Pivotal Teaching Moments in Beginning Mathematics Teachers’ Practice
Authors: Stockero Shari L., Van Zoest Laura R.
This study focuses on understanding the types of instances that beginning teachers need to notice during instruction, how they currently respond to these instances, and how their responses potentially impact student learning. The authors use the concept pivotal teaching moment (PTM) as an opportune mathematical instances during instruction. In conclusion, the authors argue that the initial PTM framework that has resulted from this work has the potential to be used as a tool to help teachers focus on mathematically rich moments that occur during instruction and to inform teacher educators as they develop activities to support both teacher noticing and teacher decision-making.
Published: 2013
Updated: May. 21, 2014
148
Why New Mathematics Teachers Do or Don’t Use Practices Emphasized in their Credential Program
Authors: Gainsburg Julie
This study investigated the factors that credential program's graduates perceived to support or impede their implementation of certain university-taught practices. The participants were 19 graduates of Northridge’s secondary-mathematics-credential program in California State University. The teachers in this study portrayed the credential program as the most significant factor promoting their use of the Practices. The findings of this study suggest that both university and employing school play crucial roles, and changes in both arenas would facilitate the uptake of such practices.
Published: 2012
Updated: Apr. 02, 2014
149
The Impact of Continuing Professional Development on a Novice Teacher
Authors: Yuen Lai Ha
The purpose of the present study is to investigate the growth and development of a novice teacher participating in a Continuing professional development (CPD) project. Based on the findings of the current paper, the CPD project supports the professional development of a novice teacher in three areas. First, it helps develop teaching competencies. Second, it promotes positive socialization in organization and in the profession. Finally, it facilitates the development of one’s professional identity. This study illustrates the important challenges teacher educators face in finding new ways to create learning opportunities in teaching students and novice teachers. Such opportunities would be meaningful for teacher educators in their own professional development and growth.
Published: 2012
Updated: Mar. 31, 2014
150
Learning While Teaching: A Case Study of Beginning Special Educators Completing a Master of Arts in Teaching
Authors: McCray Erica D.
The purpose of this study was to understand how the extent to which the program was implemented, the participants’ background and career trajectories, and the teaching context interacted to yield their success. To understand the interactions of these elements, the researcher examined the academic and personal backgrounds of three teachers completing a MAT program in Varying Exceptionalities. The researcher also examined the teachers’ sense of self-efficacy, observed their practice, and gained the perspectives of their mentor teachers.
Published: 2012
Updated: Mar. 19, 2014
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Trends in Teacher Education

Trends in Teacher Education

Assessment & Evaluation

Assessment & Evaluation

Beginning Teachers

Beginning Teachers

Instruction in Teacher Training

Instruction in Teacher Training

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Multiculturalism & Diversity

Preservice Teachers

Preservice Teachers

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Theories & Approaches

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Programs & Practicum

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Mentoring & Supervision

Teacher Educators

Teacher Educators

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