Search results for: Transition
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In this study, the authors present and evaluate a way to profile second career teachers (SCTs) in technical and vocational education and training schools (TVET schools) that goes beyond the traditional motivational approach. More specifically, by considering multiple entry-related variables (entry motivation, career adaptability, and prior job satisfaction). Analyses based on a mixed methods design (262 prospective and in-service second career teachers for the latent profile analysis and 7 in-service teachers for the multiple case study) revealed three profiles with their own specific characteristics and predicting different levels of sense of efficacy for teaching. This study confirms the heterogeneity of the population of second career teachers and invites reflection on the implications for their entry into teaching.
Updated: Sep. 09, 2021
Educate – mentor – nurture: improving the transition from initial teacher education to qualified teacher status and beyond
This study investigated the wellbeing of early career teachers in England and Australia to examine how best to provide early career support as a foundation for professional growth and longer-term retention. Survey responses from 67 newly qualified teachers in England and Australia, and five semi-structured interviews, provided rich insights into new teachers’ experiences, highlighting the overwhelming nature of the transition experience as new teachers struggled to adjust as they moved from the relative safety of the initial teacher education context to the reality of work in schools, in particular managing considerable workload which continued beyond the initial transition phase. Vital to successful transition were ongoing linkages between initial teacher education providers and employing schools, a supportive community of practice and bespoke mentoring. This has important policy implications, emphasising the need for personalised approaches to transition with high-quality mentoring during the first few years in the profession. An ‘educate – mentor – nurture’ model is proposed, to enable smoother and more supportive transitions, leading to professional growth and wellbeing.
Updated: May. 20, 2021
The present study explores the tensions and challenges experienced by new teacher educators in higher education in England, large numbers of whom are coming directly from posts as schoolteachers. The study suggests that new teacher educators may inevitably default to an impoverished pedagogical model in the early stages of their practice, and argues that this is an area which warrants further consideration by the teacher education community as a whole.
Updated: Sep. 04, 2016
Examining the Impact of Pre-induction Social Networking on the Student Transition into Higher Education
This article discusses an empirical study of how online social networking can be utilised to support the initial student transition to university. An analysis of online activities showed some differences in the pattern of engagement between two contrasting departments, but information drawn from student questionnaires and focus groups, combined with tutor interviews, highlighted similar perceived benefits across both networks. By drawing on a wider cross-university questionnaire survey, eight factors which have been shown to be important in creating effective online social networking environments are discussed, including the need to maximize tutor involvement and provide quick responses to student queries.
Updated: Jan. 19, 2016
This article examines the realities of practice for beginning early childhood teachers. The article reports the beginning teachers' views about the issues they faced, their perceptions of preservice teaching, and the impact that this had on their transition from student to teacher. Findings reveal that the reality of moving from the role of the student to teacher was disconcerting for these new teachers. The move to being a “real” teacher was a formidable experience for these participants and this should be recognized relatedly.
Updated: Sep. 22, 2014
Teacher Training Matters: The Results of a Multistate Survey of Secondary Special Educators Regarding Transition From School to Adulthood
The present study examined critical features of secondary special educator’s experiences with transition professional development to predict variables most likely to influence performance of transition planning and services. Results included the extent to which secondary special educators are prepared to perform transition practices, the relationship between preparation and the frequency of performance, and specific variables predictive of higher levels of implementation. The results confirm that training matters if special educators are to implement transition interventions and services.
Updated: Feb. 19, 2014
From School Teacher to University Lecturer: Illuminating the Journey from the Classroom to the University for Two Arts Educators
This article explores the experiences of two arts educators, both of who are described as early career researchers at the university level. Furthermore, the paper investigates the events, personal and social conditions, places, and the subsequent joys and challenges they encountered in their progression from secondary school teachers to arts educators. The authors conclude with a number of recommendations concerning the transition from school teaching to becoming a novice university academic in the field of education
Updated: Nov. 01, 2011
In this paper, the authors will present results from a study carried out in one Norwegian municipality among teachers taking part in a two-year intervention study. Seventy-four 8th and 9th grade teachers at six lower secondary schools in one municipality participated in the study. Teachers report that the transition from Elementary to Lower secondary school is problematic for approximately 30% of the pupils. About 70% of the teachers report that 25% or more of pupils transitioning to Grade 8 lack academic experiences and skills and have problems following directions.
Updated: Jan. 31, 2010
Teacher educators will soon be confronted with the prospect of a relatively large number of former members of the United States Armed Forces seeking to make a transition to the profession of education.It will soon be imperative that teacher education professionals recognize and effectively deal with the unique challenges related to this coming reality.
Updated: Nov. 10, 2008
Shaping A New Professional Identity by Building A New Personal Concept of Leadership through Action Research
The author of this article, who is the head of the Elementary School Department in a teacher education college, describes a study in which three action cycles were identified. The author changed from being a 'top-down' manager to working collaboratively with colleagues by relinquishing overall control. The author also changed her perception of leadership: from a transactional model through a transformational model to a distributed leadership.
Updated: Dec. 23, 2007