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Section archive - Beginning Teachers

Page 20/29 283 items
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191
The First Three Years: Experiences of Early Career Teachers
Authors: Fenwick Ashley
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.
Published: 2011
Updated: Apr. 03, 2012
192
Bridging the Gap between Expert-Novice Differences: The Model-Based Feedback Approach
Authors: Ifenthaler Dirk
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.
Published: 2010
Updated: Mar. 13, 2012
193
Interns’ Use of Video Cases to Problematize Their Practice: Crash, Burn and (Maybe) Learn
Authors: Rosaen Cheryl L., Lundeberg Mary, Cooper Marjorie, Fritzen Anny
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.
Published: 2010
Updated: Feb. 16, 2012
194
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
Authors: Groenke Susan L.
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?
Published: 2010
Updated: Feb. 13, 2012
195
Understanding New Teachers’ Professional Identities through Metaphor
Authors: Thomas Lynn, Beauchamp Catherine
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.
Published: 2011
Updated: Feb. 08, 2012
196
“It's Hard Getting Kids to Talk About Math”: Helping New Teachers Improve Mathematical Discourse
Authors: Bennett Cory A.
In this article, the author was interested to learn more about how 1st-year mathematics teachers use questioning strategies as a method for improving student engagement in whole-class discussions. The author observed two new mathematics teacher whom he mentored in the university. The data reveal that during each of their midterm observations, the two teachers were presenting lessons that exceeded 50% of the total class period . Therefore, they spent less time on engaging students in mathematics discussions. After each midterm conversation, both teachers increase the amount of time that students were discussing mathematics.
Published: 2010
Updated: Jan. 24, 2012
197
Career Pathways: Does Remaining Close to the Classroom Matter for Early Career Teachers? A Study of Practice in New Zealand and the USA
Authors: Lovett Susan, Cameron Marie
This paper presents a case study of an early career teacher in order to illustrate and provide a platform from which to consider two teacher leadership roles – the consulting teacher in Maryland, USA and the specialist classroom teacher in New Zealand. The case study presented in this article show how teachers can be mobilized to accept the leadership of their colleagues when their talk is about learning.
Published: 2011
Updated: Jan. 12, 2012
198
First-Year Teaching Experiences: Are They Different for Traditionally Versus Alternatively Certified Teachers?
Authors: Unruh Lori, Holt Janice
The purpose of this study was to obtain information from a group of beginning teachers regarding how teachers who enter the field through alternative certification programs respond to the induction programs, in comparison to those who enter through more traditional programs. The results indicate that there are more similarities than differences in the experiences reported by 1st-year alternative-and traditional-entry teachers. These results indicate that teacher education certification programs and beginning teacher support programs need to take into consideration the unique needs of alternative-entry teachers because of their previous experiences and expectations.
Published: 2010
Updated: Jan. 12, 2012
199
Coping Strategies for Adaptation to New Teacher Appointments: Intervention for Retention
Authors: Sharplin Elaine, O'Neill Marnie, Chapman Anne
The goal of this study was to examine the lived experiences of teachers newly appointed to rural or remote schools in Western Australia to understand their experiences and responses. Rural/remote teachers reported a high incidence of stress and coping strategies. Teachers demonstrate a diversity of direct-action, palliative and avoidant coping strategies focused on management of emotions, health and wellbeing.
Published: 2011
Updated: Nov. 10, 2011
200
Ambitious Pedagogy by Novice Teachers: Who Benefits From Tool-Supported Collaborative Inquiry into Practice and Why?
Authors: Windschitl Mark, Thompson Jessica, Braaten Melissa
In this article, the authors tested the hypothesis that first-year teachers could take up forms of ambitious pedagogy under the following conditions: 1) that reform-based practices introduced in teacher preparation would be the focus of collaborative inquiry throughout the first year of teaching, 2) that participants use analyses of their students’ work as the basis of critique and change in practice, and 3) that special tools be employed that help participants hypothesize about relationships between instruction and student performance. Eleven secondary science teachers engaged in tool-supported collegial analysis of their students’ work over two years, spanning pre-service and in-service contexts.
Published: 2011
Updated: Oct. 27, 2011
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