Section archive - Beginning Teachers
Page 18/29 288 items
The researcher was interested to evaluate the design, implementation and effectiveness of incorporating an online learning community as part of a new-teacher induction program. The researcher focused on the conceptual framework and receptiveness of the implementation of the framework in a new-teacher induction program. The participants in the online learning community were new teachers entering as full-time employees, and contributors (administrators, veteran teachers, and professors from school of education). Data revealed positive results for new-teacher induction online learning community.
Updated: May. 13, 2013
Evaluating Modes of Teacher Preparation: A Comparison of Face-to-Face and Remote Observations of Graduate Interns
This study compared between two modes of teaching observations: face-to-face observations and synchronous remote observations of graduate interns in a southern university at USA. The authors evaluated the differences between the two observational modes and whether these differences affected the quality of teacher preparation. The data suggest that each mode of observation has both benefits and limitations, but neither process was overall a more effective method of evaluating the quality of teaching.
Updated: May. 08, 2013
Preparing Freshmen Teacher Candidates for Academia, Self-Regulation and Teaching: Effects of an Intervention Program
The authors examine the rationale and description of intervention workshops, Pla'ot (Hebrew acronym for Developing Academic Learning and Self-Regulation). The authors specifically examine the effects of the intervention workshops on its participants. The participants were five instructors, who taught in the workshops, and 96 freshmen teacher candidates in various majors at an Israeli college of education. The findings indicated that After participating in Pla'ot, candidates reportedly improved their (a) academic study strategies, and (b) self-regulation, particularly time management and self-efficacy.
Updated: May. 01, 2013
The authors examined the perceptions of 136 elementary school beginning teachers across a Rocky Mountain state in the US regarding the mentoring support they received during their first year teaching. Results indicate that beginning teachers who received both common planning time with a mentor and release time to observe other teachers rated the mentoring experiences they had as significantly more helpful than beginning teachers who were not provided these mentoring supports.
Updated: Apr. 24, 2013
Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention
This literature review focuses on mentoring and induction programs as a solution to what is defined as the problem of early career teacher attrition and retention. The authors found multiple differences in both induction and mentoring programs around issues such as who offers them, the length of time for which they are offered, whether they are government mandated, whether mentors receive further education for the role, how mentors and mentees are matched and so on. The authors also found that principals were seen to have a pivotal role to play in the success of early career induction programs.
Updated: Apr. 21, 2013
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.
Updated: Apr. 03, 2013
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.
Updated: Feb. 27, 2013
Comparing Novice and Expert Perceptions of Interactive Multimedia Tools for Conveying Conceptions of Size and Scale
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.
Updated: Feb. 27, 2013
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.
Updated: Jan. 16, 2013
Emerging Teachers–emerging Identities: Trust and Accountability in the Construction of Newly Qualified Teachers in Norway, Germany, and England
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.
Updated: Jan. 09, 2013