Section archive - Beginning Teachers
Page 3/26 255 items
This study explores the projected classroom management strategies of Turkish pre-service early childhood education (ECE) teachers before they entered the teaching profession. The results revealed that all of the participants had a fear of being unable to manage their classes before starting their careers because they felt unprepared. However, all the participants related rather positive classroom management experiences once they had their own classrooms.
Updated: Jul. 01, 2018
This study examines teachers’ behavioral, academic, and relational beliefs and how these beliefs shape the actions used in managing their classrooms. The author found that the participants focused primarily on behavior and academics when managing classrooms. The author concludes that these results suggest that a more relational orientation to classroom management is related to instructional quality. The author found that teachers also tended to implement actions that were consistent with their beliefs of classroom management, although they differed from one another in the extent that they focused on relational aspects.
Updated: Jun. 07, 2018
This study examined the factors that influenced two novice and two experienced teachers’ decisions to remain in the teaching field. The findings reveal that both novice and experienced teachers mentioned administrative support and relationships as prominent influences of teachers to remain in the field. Furthermore, all the participants suggested the stress of the profession contributes to teachers leaving the field, such as behavioral issues, requirements of paperwork, and state-mandated tests.
Updated: May. 29, 2018
This study aimed to better understand how teachers negotiate their emergent identities and the role emotional transactions play in this process. The authors organized the findings by four key features of what we call the process of ‘identity work’: (1) Incoming teacher beliefs; (2) Teacher identity emotional episodes; (3) Teacher attributions, and (4) and Identity adjustment. All of the participants could identify episodes or experiences during which they had salient emotional responses. Some participants elaborated the ways that these emotional responses served to confirm or further teacher identities/expectations they brought with them into their first year of teaching. Others argued that these events triggered a process of questioning or exploration regarding what their incoming beliefs were.
Updated: May. 17, 2018
What Can Experienced Teachers Learn from Newcomers? Newly Qualified Teachers as a Resource in Schools
This study aims to learn more about new teachers’ perceived strengths, and how these contribute to the schools where they are applied. The findings reveal that new teachers as resources are not used in a positive way in their workplaces, even though more experienced teachers can learn from them. The authors conclude that providing new teachers with a good start means nurturing their strengths and creating an environment with a culture of sharing and cooperation with mutual exchange and challenging of ideas and experiences. Both new and experienced teachers benefit from this.
Updated: Apr. 24, 2018
See and Tell: Differences between Expert and Novice Teachers’ Interpretations of Problematic Classroom Management Events
This article explored the differences between expert and novice teachers' perceptions and interpretations of problematic classroom events. The authors identified a number of differences in the way experts and novices perceived, interpreted and explained the problematic situations with which they were presented. The findings reveal that the novice teachers expressed significantly more visual perceptions. The experts, however, offered significantly more interpretations: they provided inferences about students, inferences about the teacher, and explanatory and/or reasoning statements. The authors conclude that novice teachers perceive students as key contributors to the problems which arise and escalate. However, the experts share their reasoning, explicating how and when problems emerge.
Updated: Mar. 25, 2018
Why Do Some Beginning Teachers Leave the School, and Others Stay? Understanding Teacher Resilience through Psychological Lenses
This study investigated the differences between leavers and stayers in terms of the process of their resilience responses. The author focused on major psychological factors such as value, self-efficacy, beliefs and emotions in order to understand how leavers and stayers are similar or different in negotiating and interpreting external environments. The findings revealed that both leavers and stayers had intrinsic interests in working as a teacher. However, the ways that leavers perceived and interpreted challenges were different from those of stayers. Furthermore, this study showed how teachers’ values, self-efficacy, beliefs and emotions are nurtured or hindered due to the school and classroom environments. These findings have implications for professional teacher development.
Updated: Feb. 21, 2018
True Grit: Trait-Level Perseverance and Passion for Long-Term Goals Predicts Effectiveness and Retention Among Novice Teachers
This study examines whether teacher retention and effectiveness among novice teachers in their first and second year of teaching can be predicted by differences in grit. The findings indicate that grittier teachers were more likely to complete the school year and outperformed their less gritty colleagues. Furthermore, the findings demonstrate that consistent with the applicants in sample 1, applicants in sample 2 whose résumés revealed evidence of passion and perseverance for long-term goals became novice teachers whose students made more academic progress under their guidance. The authors argue that these findings contribute to a better understanding of what leads some novice teachers to outperform others and remain committed to the profession.
Updated: Feb. 18, 2018
Taking and Teaching the Test are not the Same: A Case Study of First-Year Teachers’ Experiences in High-Stakes Contexts
This study explores how two first-year teachers viewed policymakers’ reforms affecting their teaching and tenure in the field. These results show how policymakers’ high-stakes reforms impacted the development of these beginning teachers in significant ways. In this case study, the participants ended their first year of teaching questioning their roles in such classrooms. However, their commitment toward their work with their students appeared to keep them in the field as public school teachers. These findings reveal two implications for researchers, teacher educators, and teacher mentors.
Updated: Feb. 06, 2018
In this case study, the authors examine the ways in which one Asian immigrant teacher’s beliefs, experiences, understanding of his students, and school setting influenced his instructional decisions. The findings reveal that immigrant teachers must be learners, too, and they must recognize and negotiate the unique social understandings students from other cultures bring to the classroom. The findings suggest the participant is thoughtful about his practice and that he believes he knows what is best for immigrant students. His beliefs stem from his personal experiences as an immigrant student and this helps him shape how he teaches. He expects his students to work as hard as he did, and he provides them with the same highly structured learning environment that worked for him, both in Vietnam and in the USA. He believes if his students meet his high expectations they will become active and productive citizens.
Updated: Feb. 06, 2018