Section archive - Beginning Teachers
Page 10/27 267 items
This study examined, through the lens of narrative inquiry, the lived experience of a beginning teacher during her first two years in a neoliberal school system. This narrative inquiry has revealed how an idealistic beginning teacher, enamoured with a constructivist pedagogy and eager to teach and inspire, was engulfed by a neoliberal school culture and taught in a way antithetical to what she had believed. The authors conclude that this story illustrates how neoliberal thinking and practice have impacted the lived experiences of an ordinary beginning teacher and helps to illuminate potential causes of tension and conflict that novice teachers in Singapore are likely to encounter in their induction into the profession and their adoption of alternative pedagogies to teach against the grain of educational neoliberalism that has taken a stranglehold on Singapore’s school system.
Updated: Aug. 02, 2015
“Once Hired, Seldom Gone”: The Deliberation Process of Beginning Teachers in Taiwan in Deciding to Stay in Teaching
This study aims to investigate the perceptions held by new teachers in Taiwan concerning the factors conducive to or impeding their decisions to stay in teaching and the process of deliberation on intrinsic and extrinsic factors influencing their retentions. The authors have found that the decisions to stay of the participants were influenced by both intrinsic factors (and favorable extrinsic factors. Moreover, their perceptions of highly competitive entry into teaching tended to prevent them from easily giving up on teaching.
Updated: Jul. 27, 2015
This study describes one novice teacher’s efforts to advocate on behalf of LGBT students despite the resistance that she faced from sociocultural factors influencing her students, classroom, and her teaching practices.
Updated: Jul. 07, 2015
This study considered early career teacher attrition as an identity making process that involves a complex negotiation between individual and contextual factors. The seven themes, developed inductively, were: (1) support; (2) an identity thread of belonging; (3) tensions around contracts; (4) new teachers will do anything; (5) balancing composing a life: Working hours; (6) the struggle to not allow teaching to consume them; and (7) can I keep doing this? Is this teaching?
Updated: Jul. 05, 2015
Induction of Beginning Teachers in Urban Environments: An Exploration of the Support Structure and Culture for Beginning Teachers at Primary Schools Needed to Improve Retention of Primary School Teachers
The aim of this study was to gain insight into ways to improve the retention of beginning urban teachers. This study investigated the support structure and support culture of 11 urban primary schools. This article focused on characteristics of the support structure and support culture at schools where beginning teachers judged the support they received positively or negatively. The findings revealed that the principals of the schools were willing to invest in the professional development of the teachers. Although there were differences in the support structure of the schools, the main difference between the schools appeared to be their support culture. In conclusion, this study showed that in schools where teachers judged the support practice positively, support was focused on the specific urban challenges that the teachers experienced more than it was in the schools where teachers judged support negatively.
Updated: Jun. 28, 2015
Teacher Induction, Identity, and Pedagogy: Hearing the Voices of Mature Early Career Teachers from an Industry Background
This article focuses in 12 career-change teachers from an industry background during their first 3 years as technology and Vocational Education and Training in Schools (VETiS) teachers in New South Wales, Australia. Through interviews, site visits, emails, and phone calls, a descriptive analysis was undertaken to investigate how these early career teachers had adapted to their new roles. The study investigated the ways in which these teachers ascribed meaning to their professional lives.
Updated: Jun. 14, 2015
From Attrition to Retention: A Narrative Inquiry of Why Beginning Teachers Leave and Then Rejoin the Profession
This article reports on a narrative inquiry into two beginning teachers who left the profession after just 1 year of practice, only to return 2 years later. Findings reveal that these beginning teachers’ experiences of their school contexts combined with their personal stories in the first year of practice shaped their professional identity culminating in them leaving and then rejoining the teaching fold.
Updated: Jun. 10, 2015
This article explores the operation and contribution of induction seminars operated as learning communities for new teachers. Findings showed that seminar discussions focused primarily on coping with discipline problems, building self-confidence, and developing a professional identity. The main contribution of the seminars was emotional support provided in a non-threatening environment.
Updated: Jun. 10, 2015
The Valuation of Knowledge and Normative Reflection in Teacher Qualification: A Comparison of Teacher Educators, Novice and Experienced Teachers
This article investigates empirically the degree of difference between teacher educators’ and practicing teachers’ views, using a Norwegian survey sample of teacher educators and teachers. The results reveal that all three groups - teacher educators, novice teachers and experienced teachers - recognize the importance of possessing both practical skills and academic knowledge in achieving success. In terms of attitudes toward inclusion, a different profile emerged for the three groups. The results showing that novice teachers are more like teachers in schools than their teacher educators and that novice teachers do not seem to be particularly positive toward inclusion.
Updated: Jun. 09, 2015
Teachers' Exit Decisions: An Investigation into the Reasons Why Newly Qualified Teachers Fail to Enter the Teaching Profession or Why Those Who Do Enter Do Not Continue Teaching
The current study explores the motives for teacher attrition of newly qualified teachers who never started a teaching career and those dropping out after a short period. The analyses identified five reasons for exit attrition: ‘job satisfaction and relations with students’, ‘school management and support’, ‘workload’, ‘future prospect’ and ‘relations with parents’. The findings demonstrated that a lack of future prospects was the predominant reason for attrition. Furthermore, attrition differs according to gender, teaching degree and teachers' experience. Results reveal that exit attrition is highest for males and secondary school teachers.
Updated: Jun. 02, 2015