Section archive - Beginning Teachers
Page 24/29 288 items
In this article, the authors investigate whether and how recent graduates of an elementary preservice teacher education program enacted social justice curricula. The authors highlight the stories of three beginning teachers. The authors discuss the struggles the teachers faced when enacting social justice curricula. Furthermore, the authors also discuss the tenuous connection they perceived between their conceptions and their practices. The authors conclude with recommendations for ways in which teacher educators can prepare beginning teachers for the uncertain journey of teaching for social justice.
Updated: Jul. 18, 2010
In this essay, the author, a teacher educator in Texas, reflects on an encounter with a first-year Latina teacher, who has decided to leave the profession. Despite successfully learning and applying critical pedagogy, the first-year teacher finds herself isolated and frustrated, stuck between a societal push for standardized success and her own desire to nurture transformation among her students. In listening to first-year teacher's experiences, the author grapples with his own responsibilities as a teacher educator.
Updated: Jul. 13, 2010
Preservice and Early Career Teachers' Attitudes toward Inclusion, Instructional Accommodations, and Fairness: Three Profiles
The current study examined the attitudes of beginning general education teachers with respect to teaching in inclusion classrooms. Sixty graduate students, taking a survey at the conclusion of a special education course, completed Q-sorts constructed to evaluate responses regarding attitude toward (a) inclusion, (b) instructional accommodations, and (c) fairness, along two dimensions: positive/negative and anxious/confident. A three-factor solution resulted in profiles of three groups of teachers: keen, but anxious, beginners; positive doers; and resisters.
Updated: Jun. 22, 2010
Drawing from a larger study of teacher professional identities, this article explores how two beginning early childhood educators talk about what it means to teach. The article focuses on how these novice teachers position themselves, and are positioned, by their understandings of the 'child'. Using critical discourse analysis as a way of examining interview data, the author discusses how a discourse of the 'normal' child constructs particular identity positions for children and the adults who work with them.
Updated: May. 09, 2010
This article reports on a longitudinal ethnographic study of beginning primary school teachers in rural and regional Victoria, Australia. The study uses a conceptual framework of place and workplace learning. The authors found that the space of the classroom was the dominant site of learning to become a teacher for the new teachers in this study. This learning was understood through the discourse of classroom management.
Updated: May. 09, 2010
Seeing through a Different Lens: What Do Interns Learn When They Make Video Cases of their Own Teaching?
This study focused on four preservice teacher candidates who were completing a yearlong internship at a Midwestern university in the United States. In their courses, the interns were learning to facilitate interactive discussions in English language arts. The authors explored how the interns' perceptions of their self-selected audience influenced what they noticed, talked about, and learned as they constructed a video case about their teaching. All interns gained insights about their teaching as they constructed their case. Implications for teacher education and future research directions are discussed.
Updated: Feb. 21, 2010
Assisting Beginning Teachers and School Communities to Grow through Extended and Collaborative Mentoring Experiences
In this essay on scholarship and teaching, the author explores surrounding mentoring programs. New ways of professional learning are suggested. These ways encompass mentoring within a whole school approach, with a particular focus on the school as a collaborative community of learners.
Updated: Feb. 21, 2010
'Support Our Networking and Help Us Belong!': Listening to Beginning Secondary School Science Teachers
During the course of an Initial Teacher Education programme, beginning teachers develop strong professional relationships. This study investigates the nature of these webs of relationships as networks, from a teacher's ego-centric perspective. Three case studies, set within a wider sample of 11 secondary school science teachers leaving one UK university's PostGraduate Certificate in Education, were studied. The focus of the paper is on how the teachers used others to help shape their sense of belonging to this, their new workplace. The paper develops ideas from network theories to argue that membership of the communities are a subset of the professional inter-relationships teachers utilise for their professional development.
Updated: Jan. 31, 2010
This qualitative study evaluated the belief systems and professional practice of program graduates of an early childhood special education teacher preparation program regarding collaboration with families of children with disabilities. Eleven graduates were interviewed over the course of a school year to identify perceived challenges to their implementation of family-centered practices on the job.
Updated: Dec. 23, 2009
In recent years, it has been reported that an alarming number of teachers are leaving the profession in the first three years after graduation from a pre-service program. In this study, Ontario graduates from a two year pre-service program were surveyed and 5 teachers were selected for case studies. Participants found administrative leadership, refining the mentorship selection process, hiring practices, and district-sponsored supports as positive factors necessary for them to grow into the profession.
Updated: Dec. 09, 2009