Search results for: Beginning teachers
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The aim of this study is to gain insight into the content and sources of the educational ideals of beginning student teachers. The authors interviewed twenty-four beginning student teachers within the disciplines of history and the English language from three teacher education institutes in the Netherlands. The student teachers were selected using the maximum variation sampling strategy and participated voluntarily. The authors’ findings show that beginning student teachers have various educational ideals regarding the personal, interpersonal and societal development of their students. Meaningful experiences related to forming educational ideals took place in the context of school, family, jobs and voluntary activities and societal issues. They conclude by discussing the outcomes of this study for teacher education and future research.
Updated: May. 13, 2021
Beginning teachers’ developing clinical judgement: knowledge, skills and attributes for clinical teaching
This paper reports on a case study that tracked a group of beginning teachers who were undertaking an employment-based model of Initial Teacher Education (ITE). This ITE program combined academic study for a Masters-level degree with part-time employment in secondary schools. The beginning teachers were concurrently engaged in face-to-face and blended learning, with substantial professional in-school experience (0.8). The focus of the study was an investigation of the development of clinical judgement and how these beginning teachers articulate the knowledge, skills and attributes required for their professional decision-making with a model of clinical teaching. Drawing on data collected using open-text questionnaires at two-time points, findings of the study indicate a strong acknowledgement of the centrality of a student centered focus by the beginning teachers. Participants’ responses indicated awareness of the importance of using data to identify learning need/s and for planning pedagogic interventions. However, there was comparatively limited evidence of beginning teachers generating data on or reflecting on the implications of their pedagogical choices to inform adjustments for future interventions. This highlights the importance of providing beginning teachers with ongoing support to build their clinical judgement and refine its application in clinical teaching.
Updated: Apr. 26, 2021
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs
In the present study, the authors investigated changes in teacher candidates’ constructivist beliefs and emotional exhaustion. They assessed 163 German mathematics teacher candidates 3 times: at the beginning of, in the middle of, and after they completed the induction program. The results revealed a statistically significant decrease in constructivist beliefs and an inverted U-shaped change in emotional exhaustion with an increase at the beginning of the induction program and a decrease afterward. They also found that personal (i.e., math enjoyment) and social (i.e., instrumental support from peers and a constructivist-oriented mentor teacher) resources buffered the decrease in constructivist beliefs and the increase in emotional exhaustion.
Updated: Mar. 08, 2021
Beginning teachers’ work satisfaction, self-efficacy and willingness to stay in the profession: a question of job demands-resources balance?
In the present study, a cluster analysis of four job demands and five job resources among 328 Swedish teachers in their first year of teaching, resulted in four typical work situations: the advantageous situation (n = 103); the balanced situation (n = 148); the threat situation (n = 34); and the pressed situation (n = 43). Clear differences were found in how teachers in these different clusters perceived their work satisfaction, self-efficacy and willingness to stay, with the teachers in the former two work situations scoring significantly higher than the latter two. The results indicate that teachers can have a very different experience of work at the start of their careers. These findings imply that work environment interventions and induction programmes to support new teachers and prevent them from leaving the profession must be well adapted to the context.
Updated: Feb. 27, 2021
As global migration increases, teachers increasingly need to cope with the difficulties of immigrant students. Using the narratives of beginning teachers, the authors focus on two main questions: What process do beginning teachers undergo in coping with injustices committed against their students? And how do they act in cases of social injustice that arise in their work? The narrative inquiry on which this article is based helps to gain a better understanding of beginning teachers’ social justice experiences and perceptions. Findings point to a process of critical reflection on exclusion and inclusion which prompts action for social justice on two levels: individual and school system. The article sheds light on the contribution of beginning teachers’ narratives to understanding the notion of social justice, and its significant implications for teacher education.
Updated: Dec. 29, 2020
Competence and challenge in professional development: teacher perceptions at different stages of career
The present study investigates teachers’ perceived challenge and competence at different stages when dealing with professional requirements. A total of 655 teachers from 250 primary schools in the state of Zurich, Switzerland, at different career stages (pre-service, beginning and experienced teachers), completed a survey measuring four professional requirements in competence and challenge dimensions. Structural equation modelling was used to assess the validity of the measures and teachers’ sense of competence and perceived challenge were compared across different career stages. Beginning teachers were found to be lower in their sense of competence in all four requirements, but teachers’ experiences of challenge varied at different career stages. The findings call for attention to facilitating new teachers to accomplish the required competencies and to minimise any stress arising from the challenges they face. Promoting optimal use of resources through cooperation in the workplace may help beginning teachers to maximise their sense of competence.
Updated: Dec. 29, 2020
Supporting newly-qualified teachers’ professional development and perseverance in secondary education: On the role of informal learning
High percentages of newly qualified teachers (NQTs) drop out during their first 5 years in the classroom. Often, formal support systems are put in place to overcome ‘practice shock’. However, in this research, it was hypothesised that it is not the formal support structure put in place that determines whether starting teachers feel satisfied in their job and show perseverance but rather the amount of knowledge exchange that takes place. This was confirmed by the results of a first quantitative study. Then, a follow-up qualitative study showed that having the principal in the role of a mentor is often experienced as a mechanism of control or evaluation. Starting teachers prefer to choose their own mentor. They prefer their mentor not to be a superior but a close colleague whom they trust, who is teaching the same course in the same year. The authors’ results have especially implications for onboarding of novice teachers. Since social informal learning (e.g. through the exchange of feedback with colleagues) benefits newly qualified teachers, it is important to create a safe and warm learning climate in which knowledge exchange can flourish. Also, NQTs should be given the opportunity to choose their mentor.
Updated: Nov. 29, 2020
Teacher attrition rates are high in urban schools, particularly for new science teachers. Little research has addressed how science teachers can be prepared to effectively bridge the divide between preparation and urban teaching. The authors utilized the theoretical frameworks of social justice, identity, and structure‐agency to investigate this transition. Specifically, they examined the Urban Science Teacher Preparation (USTP) program as a critical case of “well‐prepared” urban science teachers. Study participants included one cohort of four teachers. Data, primarily from individual interviews, a focus group, and written reflections, were collected from participants during pre‐service preparation and their first year of teaching. The USTP program nurtured the development of a professional identity aligned with teaching science for social justice, with a unique emphasis on identifying structural injustices in schools. Findings indicate all four teachers used their identities to negotiate school policies and procedures that restricted student opportunities to learn science through three processes: deconstructing the context, positioning themselves within and against the context, and enacting their identities. These findings suggest the importance of USTP programs to provide teacher candidates with political clarity for teaching for social justice and sustained induction support to resist school socialization pressures.
Updated: May. 26, 2020
Why some graduating teachers choose not to teach: teacher attrition and the discourse-practice gap in becoming a teacher
This paper reports on a qualitative case study that investigated the reasons why one group of graduates from an initial teacher education (ITE) program in Hong Kong chose not to teach. Using in-depth interviews and grounded in a theory of teacher identity construction, the results reveal how the participants struggled to construct their preferred professional identities, in particular during a teaching practicum, and the role this played in their decision not to enter the teaching profession. Implications for how teacher educators can better support preservice teachers as they struggle to construct their professional identities are considered and suggestions for future research are discussed.
Updated: Mar. 08, 2020
Using Tools to Promote Novice Teacher Noticing of Science Teaching Practices in Post-Rehearsal Discussions
This article examines the potential of tool-supported rehearsal enactments and post-rehearsal discussions to provide novices with opportunities to develop the ability to notice and interpret critical features of science teaching. The results revealed that the tools guided novices to collectively identify, interpret, and share insights to respond to critical issues of science teaching and learning related to using the science teaching practices to support student learning.
Updated: Dec. 25, 2018