Section archive - Beginning Teachers
Page 20/29 288 items
This study draws data from a public university teacher education program that specifically sought to prepare White, middle-income, novice teachers to work in a large, urban school district. Specifically, the authors sought to find out what characteristics and environmental supports were important to these teachers in their first years of teaching. The results of this study identified seven criteria that emerged from interviews of 12 new urban teachers in exploring what makes them feel successful in their jobs. Themes included access to significant adult relationships, ability to mentor others, ability to problem-solve, hope, high expectations for self and students, sociocultural awareness, and the teachers’ need to access professional development opportunities.
Updated: Jul. 10, 2012
In this article, the authors explore newly qualified New Zealand secondary teachers’ varied accounts of induction. The authors claim that multiple interpretations of objectives for induction programs are a significant source of this variation. With reference to an activity system framework, the authors identify four primary objects of induction that were represented in the induction accounts as follows: ‘orientation to learning about the context’, ‘fitting into the school’, ‘completing registration requirements’, and ‘becoming a professional inquirer’.
Updated: Jun. 25, 2012
The purpose of this article is to add to and challenge the conversations about what learning to teach mathematics requires and how its complexity makes content-specific induction and rich opportunities to learn not only desirable but also essential. The authors report on the cases of two well-started novice mathematics teachers. The two new teachers made considerable progress in their teaching. However, there was still much about the complexity of teaching, specifically teaching math, that the new teachers had to learn.
Updated: May. 28, 2012
Attitudes and Affect: Daily Emotions and Their Association with the Commitment and Burnout of Beginning Teachers
The authors tested a framework developed in the organizational behavior literature known as affective events theory (AET). Specifically, the authors drew on research from education and organizational behavior to test whether mean levels of positive affect, negative affect, skill, and fatigue are associated with intentions to remain in teaching, commitment to one’s school, and levels of burnout. The results suggest that by taking account of teachers’ emotional reactions to their work, researchers, policymakers, and district administrators will be better positioned to support special and general educators during their early years of teaching.
Updated: May. 23, 2012
The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research
The current review critically examines 15 empirical studies, conducted since the mid-1980s, on the effects of support, guidance, and orientation programs—known as induction—for beginning teachers. Most of the studies reviewed provide empirical support for the claim that support and assistance for beginning teachers have a positive impact on three sets of outcomes: teacher commitment and retention, teacher classroom instructional practices, and student achievement.
Updated: Apr. 24, 2012
This small-scale research study explores early career teachers' (ECTs) perceptions of factors shaping the quality of their early professional learning (EPL) experiences. Their perspective relating to curriculum change and its impact on EPL is considered. 14 early career secondary geography teachers in Scotland participated in this study. The data gathered indicate that departmental or faculty groupings can form the basis of post-induction support and play a crucial role in enhancing or constraining ECTs’ EPL and attitudes towards curriculum change.
Updated: Apr. 03, 2012
The current research aims to add to the body of knowledge about different types of feedback. This paper reports the investigation of different types of automated model-based feedback. The study examined three forms of model-based feedback using different methods-concept mapping and written text-for presenting the solution of a task to be solved. Seventy-four students from a German university participated in this experimental study and were randomly assigned to one of the three experimental groups: (a) cutaway feedback, (b) discrepancy feedback, and (c) expert feedback.
Updated: Mar. 13, 2012
In this article, the authors explore the following question: To what extent and in what ways does constructing a video case of their own discussion-based teaching help interns reflect on their teaching? The authors report three main findings: the interns’ frame of mind toward using video as a tool for reflection changed from closed to more open; observations became more specific, complex and more focused on instruction and student interaction; and the audience for the case influenced what interns paid attention to.
Updated: Feb. 16, 2012
Missed Opportunities, Misunderstandings, and Misgivings: A Case Study Analysis of Three Beginning English Teachers’ Attempts at Authentic Discussion With Adolescents in a Synchronous CMC Environment
The current article described the Web Pen Pals project which provided an opportunity for beginning English teachers to practice authentic discussion about literature in a synchronous CMC environment with adolescents. The researcher employed case study analysis of three beginning teachers. The researcher was interested to examine the following question: How do preservice English teachers discuss literature online with middle school students?
Updated: Feb. 13, 2012
This study examines the metaphors new teachers use to describe their professional identities. The study also compares metaphors chosen immediately following graduation with those suggested part way through their first year of teaching. Findings indicate that new teachers' metaphors for professional identity show readiness for the role and a focus on pupils. The metaphors suggest that new teachers struggle to develop a professional identity during their first year.
Updated: Feb. 08, 2012