Search results for: Beginning teachers
Page 11/34 337 items
Schoolhouse Teacher Educators: Structuring Beginning Teachers’ Opportunities to Learn About Instruction
In this article, the authors focus on inservice as distinct from preservice teacher education and explore how beginning teachers’ opportunities to learn about mathematics and literacy instruction are supported within elementary schools. Based on this exploratory analysis, the authors contend that formal organizational structures, specifically grade level teams and formal leadership positions, were important for shaping beginning teachers’ opportunities to learn about instruction.
Updated: Dec. 22, 2015
Exploring the Written Dialogues of Two First-Year Secondary Science Teachers in an Online Mentoring Program
The purpose of this study was to investigate the changes and learning processes beginning science teachers made in their online mentoring experiences, specifically when written dialogues were used as the primary modes of communication between mentors and mentees. The results reveal that the two pairs of mentee–mentors showed different participation patterns that affected the intensity of the creation of new realities, and affected whether the mentees tried/vetted new teaching practices suggested by their mentors. However, the two beginning science teachers shared teaching practices they had learned during their teacher education programs, and discussed how these practices were different from those currently in use by more experienced teachers at their schools.
Updated: Dec. 15, 2015
The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions
In this study, the authors examined the direct effects of preservice preparation quality and early career support as well as potential moderating effects of early career support on the career intentions and decisions of novice teachers. The findings confirm and extend prior research related to the effects of early career support alone and in conjunction with varying levels of satisfaction with preservice preparation. The authors show a direct association between new teachers’ perceptions of preservice preparation quality and their intentions to remain in their current school and in the profession. In conclusion, this study provides a first and important step in filling a gap in the teacher attrition literature by examining whether mentoring and induction support differentially influences beginning teachers’ career intentions and decisions depending on their level of preservice preparation.
Updated: Nov. 18, 2015
This study aims to examine the development of an unintended mentoring relationship between researchers and participants during a longitudinal, qualitative study. It highlights the opportunity for teacher preparation to serve as a bridge to close the gap in learning between the relatively theoretical world of teacher preparation and practical world of classroom teaching. Two larger themes emerged from the findings: (1) the importance of trust in supporting beginning teachers; and (2) the researcher as a bridge between learning and teaching.
Updated: Sep. 10, 2015
Exploring Australian Pre-service Teachers Sense of Efficacy, Its Sources, and Some Possible Influences
This study examined the sense of efficacy of final-year Australian pre-service primary teachers and the sources of information that contributed to it. The findings revealed that these beginning teachers have a healthy sense of efficacy for teaching as they begin their professional lives, with the majority feeling they can influence the education of their students quite a bit. Furthermore, the results suggest that respondents did not make any differentiation between classroom management, instruction or student engagement tasks. Finally, the pre-service teachers appeared to use four distinct sources of information when assessing their sense of efficacy in classroom behaviour management: enactive mastery experiences/verbal persuasion, personal qualities, vicarious experiences and physiological and affective states.
Updated: Aug. 05, 2015
Novice Mathematics Teachers’ Use of Technology to Enhance Student Engagement, Questioning, Generalization, and Conceptual Understanding
This study aimed to describe how and why novice mathematics teachers incorporated technology-generated representations in their instruction. The findings indicated that the teachers used representations in their planning and instruction to help promote student engagement to facilitate their learning of mathematics.
Updated: Aug. 03, 2015
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 article reveals how the art device of trompe l’oeil provided a way of thinking about the induction and mentoring experiences of beginning teachers. Both the trompe l’oeil art device and the theoretical lens illuminated the reframing of the participants’ initial understandings of mentor relationships to gain a different perspective on their early professional lives.
Updated: Jul. 07, 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