Search results for: Experienced teachers
Page 1/6 59 items
Beginning and Experienced Secondary School Teachers' Self- and Student Schema in Positive and Problematic Teacher-Student Relationships
This study explores what cognitions underlie teachers' mental representations of different types of positive and problematic relationships with their students. The findings show that when comparing positive and problematic relationships, accounts of the student schema differ. The teachers viewed their positive relationships with their students as agreeable and their problematic ones, as unagreeable. The authors found differences regarding positive relationships between novices and more experienced teachers.
Updated: Aug. 02, 2018
This study examined the factors that influenced two novice and two experienced teachers’ decisions to remain in the teaching field. The findings reveal that both novice and experienced teachers mentioned administrative support and relationships as prominent influences of teachers to remain in the field. Furthermore, all the participants suggested the stress of the profession contributes to teachers leaving the field, such as behavioral issues, requirements of paperwork, and state-mandated tests.
Updated: May. 29, 2018
This study aimed to investigate whether the levels of cognitive load and ambiguity are higher in the control group, who received an ad hoc feedback, than in the experimental group, who received a structured feedback. The findings suggest that the use of structured keywords for delivering immediate performance feedback is more beneficial than the ad hoc mode of delivering performance feedback on the three defined problems of pre-service teachers.
Updated: May. 22, 2018
What Can Experienced Teachers Learn from Newcomers? Newly Qualified Teachers as a Resource in Schools
This study aims to learn more about new teachers’ perceived strengths, and how these contribute to the schools where they are applied. The findings reveal that new teachers as resources are not used in a positive way in their workplaces, even though more experienced teachers can learn from them. The authors conclude that providing new teachers with a good start means nurturing their strengths and creating an environment with a culture of sharing and cooperation with mutual exchange and challenging of ideas and experiences. Both new and experienced teachers benefit from this.
Updated: Apr. 24, 2018
See and Tell: Differences between Expert and Novice Teachers’ Interpretations of Problematic Classroom Management Events
This article explored the differences between expert and novice teachers' perceptions and interpretations of problematic classroom events. The authors identified a number of differences in the way experts and novices perceived, interpreted and explained the problematic situations with which they were presented. The findings reveal that the novice teachers expressed significantly more visual perceptions. The experts, however, offered significantly more interpretations: they provided inferences about students, inferences about the teacher, and explanatory and/or reasoning statements. The authors conclude that novice teachers perceive students as key contributors to the problems which arise and escalate. However, the experts share their reasoning, explicating how and when problems emerge.
Updated: Mar. 25, 2018
This study examined how teachers perceive and implement technology in a seventh-grade social studies class. The authors conclude that although the participants believed that using technology can benefit their students, the barriers they faced had more influence than their beliefs and attitudes on their decision to use technology in the classroom.
Updated: Nov. 02, 2017
Construction of Professional Knowledge of Teaching: Collaboration between Experienced Primary School Teachers and University Teachers through an Online Mentoring Programme
This article presents a research and intervention methodology developed in an online continuing teacher education programme. In particular, this article analyses the mentors' professional development processes and the contributions to professional development of their participation in the research group responsible for Online Mentoring Programme (OMP). This programme collaborative research involved an articulated dialogue between researchers and teachers aimed at constructing new knowledge and searching for solutions to concrete practical everyday problems of the OMP. The data revealed that the mentors, in collaboration with the researchers, have been able to critically examine their work with the novice teachers, to develop, implement and evaluate interventions. This collaboration allow the mentors to promote both their own and the novice teachers’ teacher development and construction of new knowledge.
Updated: Aug. 30, 2017
This article reports on an exploratory project in which the authors designed an innovative interactive video method to help preservice teachers practice critical observation of other preservice teachers as preparation for eventually observing their own classroom teaching on video. The authors conclude that the interactive video approaches developed in this project used video of near-peer preservice teachers to trigger the observations of both experts and novices, with the experts’ observations used to guide preservice teachers’ classroom awareness.
Updated: Dec. 11, 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
This article examines the perceptions of experienced teachers who take on the role of leading the development of subject knowledge of new and experienced teachers through a case-study approach. The findings reveal that each teacher was able to identify the impact of leading professional development has on their professional skills. Furthermore, this new role has changed the way that they view themselves as teachers, and their practice as teachers. In conclusion, this research advocates the provision of opportunities for new teacher educators to be involved with other teacher educators, including those more experienced, to explore together their professional knowledge, practice and identity.
Updated: Sep. 19, 2016