Section archive - Beginning Teachers
Page 3/29 288 items
“I Felt like My Practice Was Catching up with My Beliefs:” A Longitudinal Cognitive Study of Seven Early Career Literacy Teachers and Their Praxis
Using a qualitative approach, this article reports findings of a longitudinal study of seven successful elementary educators from the inception of their final preservice field experience through the first seven years of their independent teaching. The research centers the development of teachers’ literacy-related instructional practices over the course of their early teaching careers, as well as the factors that influenced and impacted their instructional choices. Through repeated surveys and a culminating reflective interview, the researchers examined patterns of literacy beliefs and practices reported by these teachers over time, as well as the extent to which they internalized and used those beliefs and practices. The authors share what impacted teachers’ perceptions and practice of reading instruction throughout the formative stages of their teaching careers and suggest implications for teacher preparation programs in attending to pre- and early-career teachers’ praxis.
Updated: Nov. 18, 2021
Mathematics Field Experience Design: The Role of Teaching Experiments and Lesson Study One Year Later During Student Teaching
The authors engaged preservice teachers in a redesigned mathematics field experience with a central focus on children’s reasoning through teaching experiments and purposeful reflection on practice through Lesson Study. Indicators of effective teaching were examined through analysis of lesson plans and enactment, comparing student teachers who participated in the revised approach with student teachers in conventional forms of field experience. Findings suggest that teaching aspects fostered by the revised approach during the field experience had a positive residual effect during student teaching. Those who took part in teaching experiments and lesson study had lesson plans that provided for sense-making, encouraged collaboration, and included investigative mathematics to a greater degree than those in the conventional group. Those in the revised group implemented lessons during student teaching that were more student-centered and considerate of classroom culture than those who took part in the conventional field experience. We provide recommendations for designing field experiences.
Updated: Oct. 20, 2021
In this mixed-methods study, the author provides a rich and nuanced picture of how different districts across one state with an underdefined support policy strive to support early-career teachers, and then assess the relationships between these experiences and teachers’ own reported satisfaction and commitment to the teaching profession. She finds substantial variation in the support experienced by early-career teachers. She also finds that mentorship, both formal and informal, and perceptions of professional development are positively associated with satisfaction and commitment. Other contextual organizational factors also play a role in early-career teachers’ experiences and outcomes.
Updated: Oct. 17, 2021
Becoming trauma-informed: a case study of early educator professional development and organizational change
An extraordinary number of young children are exposed to trauma that impacts their development and well-being. Early care and education (ECE) programs are uniquely positioned to support children exposed to trauma yet may lack access to resources and professional development to enhance their capacity to deliver trauma-informed care. Using a qualitative multiple case study methodology, this study investigated how five urban ECE programs adopted new trauma-informed practices as a result of participating in a collaborative model for professional learning. This model, called the Breakthrough Series Collaborative, is designed to build both individual and organizational capacity to implement new practices and is supported by theoretical frameworks from organizational and improvement science. The study explored the changes that occurred at the individual, classroom, and organizational levels. Results suggest changes in knowledge and attitudes about trauma, empathy, and teacher empowerment; classroom and practice level shifts including social and emotional teaching and family centered communication; and at the organizational level a more caring and collaborative workplace culture and improved interagency collaboration. The results further suggest that professional development delivered at the organizational level may support the coordinated implementation of new trauma-informed care (TIC) practices by both teachers and administrators building organizational capacity to improve and sustain these practices.
Updated: Sep. 29, 2021
Teacher learning in communities of practice: The affordances of co-planning for novice and veteran teachers' learning
Collaborative reflective inquiry in teacher communities of practice (CoP) supports their professional situated learning. However, the CoP model entails at least three limitations and challenges for teacher learning: novice teachers can seldom act as legitimate peripheral participants since they are obliged to do the same work that veterans do; veterans' learning is neglected since they are expected to teach the novices; and power dynamics between veterans and novices may constrain the group's reflective inquiry and, consequently, its learning. In this case-study, the authors explore the dynamics between veteran and novice science teachers in a purposefully sampled case of three teachers engaged in collaborative planning in a professional development community. They examine the implications of these dynamics for the group's reflective inquiry, using linguistic ethnographic micro-analytic methods to analyze audio- and video-recordings of the planning session. The findings demonstrate how in a collaborative planning context, legitimate peripheral participation is afforded, thereby mitigating face threats and supporting learning for both novice and veteran teachers. The study highlights the unique affordances of collaborative planning for science teachers' reflective inquiry, advancing our understanding of the social dimension of teacher learning. This study contributes to the fields of teacher learning in CoPs and teacher planning.
Updated: Aug. 01, 2021
Rapid developments in ideas of knowledge, the role of educational technologies and the needs of students suggest that innovation is important in higher education. However, many factors can affect how and whether innovation occurs. In a study of identified innovative teachers, five thematic dimensions were identified that served to support or constrain pedagogical innovation: the teacher, the institution, colleagues, students and the teaching environment. In this paper the authours discuss the ways in which innovative teachers experienced each theme within their practice. They also consider how individuals and institutions might better support pedagogical innovation.
Updated: Jul. 15, 2021
The overall objective of this study was to investigate the constraints that have occurred regarding the first-year English language teachers’ professional identity construction at five Chinese universities. The approach adopted in the study was Narrative Inquiry. Interview data with five teachers were collected and analysed through a framework that identified emergent salient themes. All the preliminary results indicated major constraints in their experiences as first-year EFL teachers in the current Chinese university context. The discussion reflects on their newly negotiated and renegotiated identity after having suffered particular dilemmas in addition to the general difficulties, and how these processes have further reformulated their outlook in ways they did not expect.
Updated: Jul. 14, 2021
Reflecting on Emotions During Teaching: Developing Affective-Reflective Skills in Novice Teachers Using a Novel Critical Moment Protocol
Affective-reflective skills are an integral component of classroom pedagogy, providing teachers with emotional understandings and confidence that can improve overall classroom performance. This article presents a case study of early career primary school teachers, showing how such affective-reflective skills can be developed through iterations of a purpose-designed collaborative protocol. Use of this novel protocol allowed teachers to examine their classroom practices via critical moment analysis of affective responses observed from lesson videos. Findings demonstrate how teachers’ use of this non-judgmental and self-evaluative protocol contributed to an emerging understanding of the relationship between their affective-reflective skills and teaching confidence. Findings support an argument for reframing teacher professional learning, from a focus largely on curriculum content and pedagogy, to a focus that includes the teacher’s emotional experience and its subsequent analysis, as part of the learned content that supports the growth of teacher confidence.
Updated: Jun. 24, 2021
First steps in a second career: characteristics of the transition to the teaching profession among novice teachers
The main purpose of the present study was to illuminate the factors that enhance or inhibit job satisfaction among second-career teachers (SCTs) in their initial period at school. Data was gathered from questionnaires filled out by 80 novice SCTs and a comparable group of 82 First-Career Teachers (FCTs). Personal interviews were conducted with eight SCTs. The findings show that the most powerful predictor of high job satisfaction among SCTs is the availability of support whereas the most powerful predictor among FCTs is workload. The qualitative analysis suggests that experience acquired by SCTs before they start teaching provides a repertoire of helpful strategies, thus improving their ability to cope with stressful experiences. The findings support the trend to advocate teaching as a second career for experienced professionals.
Updated: May. 13, 2021
This study offers insights into the ways in which beginning elementary teachers do or do not replicate the kinds of classroom management systems used during their own childhood elementary education experiences as a result of what Dan Lortie calls the apprenticeship of observation. Results of this study indicate that, when designing their classroom management systems, first-year teachers draw from a range of both traditional and progressive influences including what they recall of their own childhood experiences, what they learned in their teacher preparation program, and what the more experienced teachers at their schools do. Possible conclusions point to the need for teacher preparation programs to remain engaged with graduates in order to help solidify what was learned through the program.
Updated: May. 11, 2021