Skip to main content
Home Home
  • Home
  • Sections
  • About
  • FAQ
  • Contact
  • Newsletter
  • Log in

International Portal of Teacher Education

The online resource of academic content on teacher training and teacher education

Accessibility Menu

  • Increase font size
  • Decrease font size
  • Reset font size
  • Grayscale
  • High contrast
  • Highlight links
  • Negative contrast
  • Readable font
  • Reset setting
Search keywords Search authors Search countries
Advanced search

Search form

Section archive - Beginning Teachers

Page 18/29 283 items
  • « first
  • ‹ previous
  • …
  • 14
  • 15
  • 16
  • 17
  • 18
  • 19
  • 20
  • 21
  • 22
  • 23
  • …
  • next ›
  • last »
171
Beginning Teacher Standards for Physical Education: Promoting A Democratic Ideal?
Authors: Chroinin Deirdre Ni, Tormey Roland, O'Sullivan Mary
This article investigates teacher educators’ perspectives on the purposes, benefits and drawbacks of adopting a subject-specific standards-based approach in Physical Education Teacher Education in Ireland. Thirteen physical education teacher educators participated in the study. The teacher educators were supportive of adopting a standards-based approach grounded in a democratic ideology to increase accountability, enhance professionalism and improve the status of physical education in higher education and school contexts.
Published: 2012
Updated: Apr. 03, 2013
172
Induction and Efficacy: A Case Study of New Zealand Newly Qualified Secondary Science Teachers
Authors: Haigh Mavis, Anthony Glenda
This article reports on 20 newly qualified secondary science teachers (NQSSTs) participating in a New Zealand study on teachers’ early professional learning. The focus of the study is how these new teachers were nurtured to become competent science teachers, confident of their ability to positively influence student learning.
Published: 2012
Updated: Feb. 27, 2013
173
Comparing Novice and Expert Perceptions of Interactive Multimedia Tools for Conveying Conceptions of Size and Scale
Authors: Magana Alejandra, Newby Timothy, Brophy Sean
This study investigate how three different interactive multimedia tools for conveying concepts related to size and scale were perceived and experienced by two groups: (a) 224 novice/pre-service teachers, and (b) eight instructional designers and trainers of pre-service teachers.
Published: 2012
Updated: Feb. 27, 2013
174
New Urban Teachers Experience Induction Coaching: 'Moving Vision Toward Reality'
Authors: Gardiner Wendy
This study aimed to understand how new teachers experienced and perceived mentored induction and understand what aspects facilitated or impeded their learning. The participants were eight new teachers selected from two high-poverty, low performing Pre-K through eighth-grade schools in a metropolitan Midwestern public school system. The results indicate that new teachers found coaching to be a source of support and a resource for learning, and the new teacher were returning the following year and stated that they looked forward to continued work with their coaches. This study highlights that though emotional support and direct advice is appreciated, new teachers valued instructionally oriented, collaborative educative coaching.
Published: 2011
Updated: Jan. 16, 2013
175
Emerging Teachers–emerging Identities: Trust and Accountability in the Construction of Newly Qualified Teachers in Norway, Germany, and England
Authors: Czerniawski Gerry
The current article focuses on the construction of teacher identities in terms of trust and accountability. The article provides a comparison of the perspectives of new teachers from Norway, Germany, and England about their relationships to significant ‘others’, and how these influence their lives as teachers. The findings revealed a variation between these three national school systems in the ways that trust and accountability impact teachers' identity.
Published: 2011
Updated: Jan. 09, 2013
176
Stayers and Leavers: Early-Career Teacher Effectiveness and Attrition
Authors: Henry Gary T., Bastian Kevin C., Fortner C. Kevin
This article describes a study which explored the effectiveness's development of teachers in North Carolina public schools during their first five years in the classroom. The authors contrasted the beginning teachers' effectiveness with the effectiveness of teachers who stayed with that of those who left.
Published: 2011
Updated: Dec. 25, 2012
177
Inducting New Teachers in Illinois: Challenge and Response
Authors: Brady Patricia, Hebert Lara, Barnish Mary Elin, Kohmstedt Jeff, Welsh Hilarie, Clift Renee T.
This paper describes the efforts to improve beginning teachers' induction experiences across the state of Illinois. This article describes the challenges faced by Illinois state-funded induction programs and the response of Illinois New Teacher Collaborative (INTC). The authors claim that this unique collaboration of organizations with broadly different interests continues to work together in the name of beginning teacher induction. However, the Illinois funded programs still have many unresolved and ongoing challenges, such as state funding cuts and low traffic in INTC's Website.
Published: 2011
Updated: Dec. 25, 2012
178
A Case Study of Beginning Science Teachers’ Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey
Authors: Usak Muhammet, Ozden Mustafa, Eilks Ingo
This study aimed to evaluate subject matter knowledge (SMK), pedagogical content knowledge (PCK), concerning chemical reactions for science teaching of beginning student teachers in Turkey. The results revealed that a high proportion of the student teachers were able to correctly apply the very basic concepts of Conservation of Mass and Conservation of Atoms. However, only one quarter of the students brought a sufficient understanding with them from secondary school to correctly answer the more difficult problems.
Published: 2011
Updated: Nov. 28, 2012
179
We Learned All About That in College”: The Role of Teacher Preparation in Novice Kindergarten/Primary Teachers' Practice
Authors: Bauml Michelle
The current case study reports how 5 first-year kindergarten/primary teachers utilized knowledge and skills from their teacher preparation program as a means of approaching curricular decision-making for instructional practice.
Published: 2011
Updated: Nov. 28, 2012
180
Beginning Teachers as Enquirers: M-Level Work in Initial Teacher Education
Authors: Dickson Beth
This paper presents a study of how practitioner-based enquiry was embedded in an initial teacher education programme; the reasons for this; and the purposes of the strategy, which raised the one-year postgraduate qualification to masters-level.
Published: 2011
Updated: Nov. 27, 2012
  • « first
  • ‹ previous
  • …
  • 14
  • 15
  • 16
  • 17
  • 18
  • 19
  • 20
  • 21
  • 22
  • 23
  • …
  • next ›
  • last »

Trends in Teacher Education

Trends in Teacher Education

Assessment & Evaluation

Assessment & Evaluation

Beginning Teachers

Beginning Teachers

Instruction in Teacher Training

Instruction in Teacher Training

Professional Development

Professional Development

ICT & Teaching

ICT & Teaching

Research Methods

Research Methods

Multiculturalism & Diversity

Multiculturalism & Diversity

Preservice Teachers

Preservice Teachers

Theories & Approaches

Theories & Approaches

Programs & Practicum

Programs & Practicum

Mentoring & Supervision

Mentoring & Supervision

Teacher Educators

Teacher Educators

Free newsletter

Subscribe
   Newsletter archive

Follow us

More international academic portals for teachers

© 2022 The MOFET Institute     |     Terms of use