Section archive - Beginning Teachers
Page 7/27 267 items
This article uses two narrative portraits of early career teachers to examine the central role of principals in influencing teachers’ feelings of personal and professional well-being, with both negative and positive effects reported. The portraits of two female early career teachers illustrate the vulnerability of many beginning teachers, whose work conditions are dependent on the goodwill and discretion of colleagues and leaders. In both stories, the principals played a central role in terms of the amount and kind of personal support they gave and their leadership in developing the overall school culture.
Updated: May. 14, 2017
In this article, the authors explore the level, variation, and change in teacher knowledge and instruction in the first two years of teaching, the relationship between Mathematical Knowledge for Teaching (MKT) and more distal measures such as certification. The findings reveal that many beginning math teachers had neither a degree in math nor substantial coursework in math. The authors also found that beginning teachers in this study generally had low levels of knowledge (as measured by the MKT), a balanced approach to cognitive demands, low levels of discussion quality, and substantial across-teacher variation in topic coverage. Furthermore, this study provides empirical evidence documenting that in their first two years of teaching, middle school math teachers improved in their math knowledge and improved on some but not all measures of instructional quality.
Updated: Apr. 05, 2017
This paper presents an alternative explanation for turnover—one grounded in organizational theory and substantiated by an emerging line of research. In doing so, it reframes the debate over what fuels high rates of teacher turnover in high-poverty schools and provides advice for policy makers and practitioners. This paper reviews six studies analyzing turnover as a function of school context rather than as a function of student demographics. The review suggests that teachers who leave high-poverty schools are not fleeing their students. Rather, they are fleeing the poor working conditions that make it difficult for them to teach and for their students to learn. The working conditions that teachers prize most include school leadership, collegial relationships, and elements of school culture.
Updated: Mar. 08, 2017
The goal of this paper is to provide a useful framework rooted in social capital theory to be utilized to guide future research and practice concerning novice teacher induction that includes broader attention to the social context within which teachers are situated. Specifically, the author expounds upon the elements of a school’s social context which impact teacher socialization, including: (1) social context, (2) characteristics of novices, mentors, and colleagues, (3) alignment, and (4) frequency and content of interactions. The author provides recommendations for future research and improved practice.
Updated: Feb. 12, 2017
“That’s My Job”: Comparing the Beliefs of More and Less Accomplished Special Educators Related to Their Roles and Responsibilities
This study aims to understand special education teachers’ beliefs regarding their roles and responsibilities. The goal of this study is also to determine how these beliefs differ among more and less accomplished teachers. In this study, the authors examine the interviews of special education teachers identified as either more or less accomplished based on the Reading in Special Education (RISE) observation instrument. Through qualitative coding of the data, several themes about beliefs revealed differences between the teachers. The more accomplished teachers discussed a need for instructional intensity and linked their roles and responsibilities to academic needs.
Updated: Jan. 29, 2017
This study aimed to explore the professional challenges and concerns of 30 second career teachers (SCTs) participating in an alternative fast-track induction program during their first year of teaching. Additionally, the study investigated their perspectives of the institutional support provided to them. The results suggest that the challenges and concerns of SCTs trained through a fast-track program are essentially not dissimilar from novice teachers trained in traditional programs. Even though SCTs entered the profession with extensive life and work experience, they seemed to perceive the same mismatch experienced by other first-year teachers between what they had expected and what they actually encountered. Their main challenges and concerns centered on: classroom teaching, teacher–student relations, the extensive workload, and their emotional involvement.
Updated: Jan. 02, 2017
Utilizing the story as a research tool enables the individual to make unique voice heard and provides information regarding identity. In the education system, we study stories and place the emphasis on beginning teachers. During recent years, hundreds of stories have been collected from teachers in their first year of teaching. The stories were collected by means of a 'call' addressed to those individuals specializing in teaching to participate in a 'story contest'. As a result of the contest, we have collected thousands of stories, all of which enable us to examine the professional reality of beginning teachers in their first year of work. Two processes emerged: (1) the written stories describe and reflect the event that occurred in reality, and (2) the stories construct and shape reality. The processes of reflecting, constructing, and shaping are expressed on two levels: the individual level and the systemic-organizational level.
Updated: Dec. 13, 2016
This paper draws from a qualitative study of seven beginning teachers’ perceptions of diversity over a period of 6–18 months. The study found that while initial teacher training had broadened their understanding of diversity and its implication for teaching, it was established pedagogical practices in their schools that influenced the novices’ ongoing understanding of responsiveness to learner diversity. For these novices, the influence of the structures and systems of their school contexts began to restrict their pedagogical stance.
Updated: Dec. 06, 2016
Using a Cultural Lens to Explore Challenges and Issues in Culturally Diverse Schools for Teach First Beginning Teachers: Implications for Future Teacher Training
The main purpose of this research was to explore the cultural issues and challenges that Teach First (TF) trainees face in their first year of teaching, from the perspective of the teachers. The exploration of these differences allowed the emergence of coping strategies as a major finding to emerge from what was initially a more open-ended investigation. Three main themes emerge from the data: Firstly, there is evidence from all datasets that cultural challenges exist for the participants, and that they have developed strategies for overcoming them during the course of the year; Secondly, the cultural gap exists between curriculum and pupils; Thirdly, while cultural differences have caused problems for the participants, they have come to recognise that although they cannot change the whole culture of the school and its pupils, they can make a difference in class.
Updated: Nov. 29, 2016
Keeping an Eye on Learning: Differences Between Expert and Novice Teachers’ Representations of Classroom Management Events
In this study, the authors created a coding scheme using grounded theory to analyze expert and novice teachers’ verbalizations describing classroom events and their relevance for classroom management. Four categories of codes emerged. These referred to perceptions/interpretations, thematic focus, temporality, and cognitive processing expressed. Mixed-method analysis of teachers’ verbalizations yielded a number of significant effects related to participants’ expertise levels. Notably, teachers’ cognitive processing diverged significantly based on expertise level.
Updated: Nov. 08, 2016