Section archive - Beginning Teachers
Page 5/27 266 items
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
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.
Updated: Feb. 06, 2018
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.
Updated: Nov. 15, 2017
Preparing Teachers for Professional Learning: Is There a Future for Teacher Education in New Teacher Induction?
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.
Updated: Nov. 09, 2017
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.
Updated: Nov. 08, 2017
Challenging Transitions and Crossing Borders: Preparing Novice Mathematics Teacher Educators to Support Novice K-12 Mathematics Teachers
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.
Updated: Oct. 02, 2017
Beginning Teachers’ Conceptual Understandings of Effective History Teaching: Examining the Change from “Subject Knowers” to “Subject Teachers”
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.
Updated: Sep. 27, 2017
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.
Updated: Sep. 26, 2017
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.
Updated: Sep. 06, 2017
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.
Updated: Sep. 05, 2017