Section archive - Beginning Teachers
Page 19/29 288 items
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.
Updated: Dec. 25, 2012
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.
Updated: Dec. 25, 2012
A Case Study of Beginning Science Teachers’ Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey
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.
Updated: Nov. 28, 2012
We Learned All About That in College”: The Role of Teacher Preparation in Novice Kindergarten/Primary Teachers' Practice
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.
Updated: Nov. 28, 2012
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.
Updated: Nov. 27, 2012
This article explores the potential value of mobile technologies in supporting work-based learning. The authors describe a small exploratory study that they conducted in health care education in which medical students work in hospital practice. The results reveal that co-assistants in both the survey and the pilot are most positive about the potential role of the PDA in searching for clinical information, such as reference books, guidelines or protocols, and rules of thumb. However, most co-assistants do not see the PDA as a valuable tool for communicating with others.
Updated: Oct. 24, 2012
The current article highlights the components of comprehensive induction designed to help beginning teachers develop the skills for a more meaningful learning experience. The author observed at the New Teacher Project (NTP) in California as a case in point. The author concludes that accomplished, well-trained mentors also serve as teacher educators who can help shape a climate of transformational learning during induction.
Updated: Oct. 09, 2012
Confidence or Confusion: How Well Are Today’s Newly Qualified Teachers in England Prepared to Meet the Additional Needs of Children in Schools?
The current paper investigates the perceived confidence levels of student teachers in their final year, prior to entering the profession in regard to meeting the needs of children with a range of complex needs. The research forms part of a three-year project supported by ESCalate.
Updated: Aug. 30, 2012
Does the Social Working Environment Predict Beginning Teachers’ Self-Efficacy and Feelings of Depression?
In this article, the authors explore how the social working environment predicts beginning teachers’ self-efficacy and feelings of depression. The results show that the goal structure of the school culture predicts both outcomes.
Updated: Aug. 29, 2012
In this article, the authors examine how experiences during teacher education affect student teachers’ decision on job entrance. The authors examined case studies of 12 student teachers: six student teachers who indicated a major increase in intention to enter teaching and six who indicated a major decrease. The data revealed that guidance, support, follow-up, and feedback on field experiences are crucial determinants of student teachers who indicated a major shift in their intention for job entrance.
Updated: Aug. 27, 2012