Section archive - Beginning Teachers
Page 26/26 255 items
The article described a study using mail-in surveys regarding the most and least supportive element of mentoring. Among teachers who were mentored, the experience was the most supportive. Colleagues and administrative support were identified as the most supportive for teachers who were not mentored. Both groups cited similar least supportive factors. Both cited administration, training, and lack of materials.
Updated: Mar. 20, 2008
The article describes a study that explores how a community of practice focused on secondary school mathematics education during the members' pre-service teacher education program. Bulletin board discussions were analyzed in terms of Wenger's (1998) three defining features of community practice: mutual engagement, negotiations of a joint enterprise and development of shared repertoire for creating meaning.
Updated: Feb. 10, 2008
Beginning Teachers' Technology Use: First Year Teacher Development and the Institutional Context's affect on New Teachers' Instructional Technology Use with Students
This empirical research study addresses the issues of new teacher development and the role of the institutional context on new teachers' instructional technology use. The study examines two first year teachers, their development during their initial year of classroom experience, and how the institutional context they entered affected their instructional decisions about technology use with students.
Updated: Feb. 10, 2008
The study describes the experiences of beginner teachers, as seen through the eyes of a teacher educator. The paper illustrates how novice teachers recognize their own professional deficiencies and coping strategies. It also shows how novice teachers engage in meaning making as they connect theory and practice in the classroom.
Updated: Feb. 05, 2008
A Sound Research Base for Beginning Teacher Education: Robust hope, action policy analysis and Top of the Class
The article addresses a report of an inquiry into teacher education in Australia, based on Raymond Wiliams' strategies for 'making hope practical.' The report explored the relationships between the five interdependent strategies, and their relationship to sound educational research. The five strategies included critical self-reflection regarding good educational research; identifying good sense in policies and challenging teacher educators to advance life-enhancing agendas; engaging in research with winners and losers in education; assessing the desirability and dangers in current teacher education policies, and communicating the spirit of teacher education publicly.
Updated: Jan. 07, 2008