Section archive - Beginning Teachers
Page 25/27 268 items
This article is based on a Norwegian study. The focus is two-fold, including the views of both new teachers and leaders on the issue of leadership and professionalism. First, the focus is on the way newly qualified teachers describe how they function in the school and kindergarten organizations. Secondly, the focus shifts from the perspective of the new teachers to that of the organization leaders, who emphasize that professional competence is complex.
Updated: Jan. 12, 2009
When graduate students enter special education programs, they arrive with dispositional knowledge that can assist or hinder them in their professional development. Over the course of two years, the researchers assessed the dispositions of beginning teachers in a special education program at a west coast state university in order to better understand and enhance the teacher education process. The results of this study describe how students entered the program with a variety of perceptions and attitudes and how course work and clinical experiences in these programs affected students' attitudes, as instructors began building on students' prior experience and knowledge.
Updated: Dec. 23, 2008
We Taught Them about Literacy but What Did They Learn? The Impact of A Preservice Teacher Education Program on the Practices of Beginning Teachers
This article reports a study of literacy instruction in the authors own elementary preservice program. It examines the views and practices of both the preservice faculty who teach literacy and a sample of graduates of the program during their first three years of teaching. The new teachers reported learning many things from their preservice program. However, there were gaps between what was taught and what the new teachers wanted to learn.The authors describe how they are revising their courses in light of these findings, modifying their approach to preservice instruction, and giving priority to certain key aspects of teaching.
Updated: Dec. 08, 2008
In this article the authors analyze the mentoring of an alternate route beginning teacher to better understand mentoring practices in alternative licensure programs and to identify how such programs might more effectively mentor this growing population of teachers. The analysis highlights the promise of mentor teams for supporting beginning teachers in alternate route programs.
Updated: Nov. 10, 2008
Preservice Teachers' Perceptions of Characteristics of an Effective Teacher as a Function of Discipline Orientation: A Mixed Methods Investigation
This mixed methods study investigated the extent to which preservice teachers' discipline orientations are consistent with their perceptions of what makes an effective teacher. A phenomenological analysis revealed seven characteristics that many preservice teachers considered to reflect effective teaching: student-centered, effective classroom and behavior manager, competent instructor, ethical, enthusiastic about teaching, knowledgeable about subject, and professional. A canonical correlation analysis revealed that the degree of discipline orientation was a predictor of some of these characteristics. Implications are discussed.
Updated: Nov. 10, 2008
The Reading Habits and Literacy Attitudes of Inservice and Prospective Teachers : Results of a Questionnaire Survey
The article examined a survey of 747 students, regarding literacy habits of teachers or prospective teacher. Findings suggest high literacy, the ability to read out, but no interest in personal reading.
Updated: Oct. 29, 2008
The article explores technology and how it allows for new social arrangement by connecting preservice teachers, university faculty, and school-based personnel. The authors recommend specifically that technology be used in teacher education to strengthen professional practice.
Updated: Oct. 26, 2008
Retrospective Discourse Discussions: How Teacher Talk Enables One Novice Literacy Teacher to Make Sense of Complex Teaching Problems
The authors describe a retrospective discourse discussions approach that was developed in a graduate literacy education course. This method represents a reconceptualization of supervising and coaching graduate students where meanings are constructed, problems are reframed, and beginning professionals can develop more nuanced understandings of their teaching and learning (Bogdan & Biklen, 1998; Cobb & Bauersfeld, 1995). The authors assert that clearly stating and understanding one's theories about teaching and learning can help educators converse about, scrutinize, and adapt their teaching in ways that hold powerful benefits for instruction and learning outcomes .
Updated: Oct. 02, 2008
A study was conducted regarding the attitudes towards three distance education modes for science professional education. The study involved 94 elementary schools teachers and three education strategies: interactive television, videotape presentation, and discussion web board.
Updated: Sep. 23, 2008
The article focuses on the year of entitled practicum in England. Pooled data from a postal questionnaire, with a 60% response rate (n = 92), were analyzed from three consecutive cohorts of newly qualified science teachers (2003-2006). Focus group interviews and telephone interviews with 20 newly qualified teachers and 20 induction tutors were also used to collect data. The majority of the sample of newly qualified teachers received the main entitlements in their induction year but serious concerns persist for a significant minority.
Updated: Sep. 21, 2008