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Section archive - Beginning Teachers

Page 4/26 255 items
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31
Online (web-based) Education for Mentors of Newly Qualified Teachers Challenges and Opportunities
Authors: Fransson Goran
This article aims to report on a research project concerning a web-based (online) course for mentors of newly qualified teachers (NQTs). The author identified the mentors' concerns about the use of technical tools, although during the course these concerns changed to a mainly positive attitude towards online education. Furthermore, the online course changes the teaching and learning prerequisites for the participants.
Published: 2017
Updated: Feb. 06, 2018
32
Early Career Teacher Attrition: New Thoughts on an Intractable Problem*
Authors: Gallant Andrea, Riley Philip
The purpose of this study was to discover what novice teachers required to remain in the classroom. The authors identified four key elements that describe the process of teachers' attrition: entry, early experiences, pre-exit and exit. When the participants entered teaching, they were confident about what they would contribute. However, their early experiences reflected that their progress prevented. The participants were disappointed by leadership and/or veteran colleagues at pre-exit phase of leaving. The authors conclude that the participants enjoyed engaging with ideas and teaching practice during their preservice education. However, they reported that the schools they entered did not foster their growth as teachers or as individuals. They felt that this led to a sense of disillusionment, which led to their decision to leave school.
Published: 2014
Updated: Nov. 15, 2017
33
Preparing Teachers for Professional Learning: Is There a Future for Teacher Education in New Teacher Induction?
Authors: Kane Ruth, Francis Andrew
In this article, the authors explore which factors support or constrain professional learning during initial years of teaching. The findings reveal that novice teachers generally experienced a positive welcome into their schools and the support of well-meaning colleagues. The majority of the new teachers perceive their initial induction to be useful and, in particular, they credit mentoring with assisting their transition into teaching. The authors conclude that providing opportunities for the new teacher to observe other teachers and to be observed by a mentor emerged as central tasks of learning to teach for these new teachers.
Published: 2013
Updated: Nov. 09, 2017
34
Shifting from Stories to Live By to Stories to Leave By: Early Career Teacher Attrition
Authors: Schaefer Lee, Downey C. Aiden, Clandinin D. Jean
In this article, the authors were interested to examine the teaching experiences that lead beginning teachers to become early career leavers. The authors found that the participants learned to tell acceptable stories about why they decided to leave teaching profession. For example, one participant argued that she left teaching career because she wanted to become a mother or because she was accepted to graduate school. However, the authors argue that these answers are also cover stories that silence the struggles she experienced at school. Her silence about the harder to tell more complex stories could have disrupted the professional knowledge landscape of schools.
Published: 2015
Updated: Nov. 08, 2017
35
Challenging Transitions and Crossing Borders: Preparing Novice Mathematics Teacher Educators to Support Novice K-12 Mathematics Teachers
Authors: Yow Jan A., Eli Jennifer A., Beisiegel Mary, McCloskey Andrea, Welder Rachael M.
The purpose of this study was to compare the challenges faced by new K-12 mathematics teachers (MTs) and new mathematics teacher educators (MTEs) and use what is known about supporting new K-12 MTs to begin to develop improved support systems for new MTEs. These findings show that novice mathematics teacher educators need additional and more valuable teaching opportunities throughout their preparation programs as well as mentoring experiences to help them as they transition into their new positions. These findings are consistent with literature review findings on the experiences of novice K-12 mathematics teachers. The authors conclude that these findings about the need for teaching experiences and mentorship for novice MTEs ,much like those needs identified for novice MTs, may help improve teacher education programs while also improving mathematics teacher education programs.
Published: 2016
Updated: Oct. 02, 2017
36
Beginning Teachers’ Conceptual Understandings of Effective History Teaching: Examining the Change from “Subject Knowers” to “Subject Teachers”
Authors: Reitano Paul, Green Nicole C.
The purpose of this study was to explore the change in preservice teachers’ conceptions of effective history teaching across a secondary history methods course in a postgraduate diploma of education program. The findings reveal that three participants out of the seven clearly indicated conceptual change and professional growth. The concept maps constructed by these participants showed that conceptual understandings were established through the use of linking arrows with accompanying linking words – in a hierarchy of concepts linked to each other to form one knowledge domain.
Published: 2013
Updated: Sep. 27, 2017
37
The Newly Qualified Teacher in the Working Community
Authors: Nyman Tarja
This study explores how the newly qualified foreign language teachers’ (NQT) see their teacher work as an education expert. Furthermore, it also examines how their expertise develops in the working community at the outset of their career. This study shows that the NQTs have difficulty in putting their theoretical knowledge into practice during the first years at work and the effect of the working community on their professional development. The author argues that an NQT needs individual and collegial support both during teacher education and afterwards in working life but more research is, however, needed to define exactly what kind of support would be the most useful for NQTs’ professional development.
Published: 2014
Updated: Sep. 26, 2017
38
Novice Teachers as ‘Invisible’ Learners
Authors: Long Fiachra, Hall Kathy, Conway Paul, Murphy Rosaleen
This study focuses on the way novice teachers, who are part of a one-year postgraduate diploma in post-primary teaching, have opted to negotiate their status as school teachers. In particular, it asks why novice teachers prefer to hide as they scramble to learn how to teach. Findings suggest that without quality mentoring support, our pre-service teachers prefer to become ‘invisible’ as learners. The authors identified three pre-professional stances: fragile, robust and competitive. The key finding is that none of these pre-professional stances mitigate pre-service students’ lack of negotiating power.
Published: 2012
Updated: Sep. 06, 2017
39
How Do Novice Teachers in Finland Perceive Their Professional Agency?
Authors: Eteläpelto Anneli, Vahasantanen Katja, Hokka Paivi
This study explored investigated novice teachers’ sense of professional agency, and the perceived resources and obstacles affecting it. The authors conclude that the findings imply that novice teachers need multiprofessional, collegial, and principal support for the practice of their professional agency within the school. The findings also emphasized the crucial role of the school principal.
Published: 2015
Updated: Sep. 05, 2017
40
Moral Authorship of Novice Teachers in Primary Education
Authors: Gertsen Rob, Schaap Harmen, Bakker Cok
The present paper focuses on moral authorship as an element of the professional development of novice teachers in the Netherlands. Moral authorship refers to the ability of teachers to observe, identify, verbalize and reflect on the moral aspects of their work in a proactive and dialogical manner. The findings reveal the opportunities of moral authorship to support, navigate, and reinforce the professional development of novice teachers.
Published: 2017
Updated: Aug. 31, 2017
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Trends in Teacher Education

Trends in Teacher Education

Assessment & Evaluation

Assessment & Evaluation

Beginning Teachers

Beginning Teachers

Instruction in Teacher Training

Instruction in Teacher Training

Professional Development

Professional Development

ICT & Teaching

ICT & Teaching

Research Methods

Research Methods

Multiculturalism & Diversity

Multiculturalism & Diversity

Preservice Teachers

Preservice Teachers

Theories & Approaches

Theories & Approaches

Programs & Practicum

Programs & Practicum

Mentoring & Supervision

Mentoring & Supervision

Teacher Educators

Teacher Educators

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