Search results for: Beginning teachers
Page 15/34 337 items
Multilingual Primary Classrooms: An Investigation of First Year Teachers’ Learning and Responsive Teaching
This research explores the perspectives of newly qualified primary teachers (NQTs) who worked in multilingual classrooms in their first year of teaching. The findings indicated that that NQTs were engaged in reflection on pupils’ needs and interests and then try to tailor provision to engage pupils in formative challenging activities. Twenty one NQTs believed that they had begun to develop responsive forms of teaching, aided by support from and collaboration with other colleagues, including teaching assistants, many bilingual.
Updated: Nov. 17, 2014
A Bourdieuian Analysis of Teachers’ Changing Dispositions towards Social Justice: The Limitations of Practicum Placements in Pre-service Teacher Education
The current paper illustrates and theorises change in two Australian teachers’ dispositions towards social justice over time from a Bourdieuian perspective. The interviews with the two participants over a two-year period provide evidence of change in their dispositions towards social justice. By the end of their first year of teaching, there is evidence that both experienced change in their dispositions towards social justice. There is clear movement towards social democratic or difference models of redistributive justice. Within this movement is a growing recognition of the appropriateness of the )re)distribution of different social goods for different people rather than a quest for sameness. This dispositional change took place at the same time as the two participants were developing competence as beginning teachers.
Updated: Oct. 19, 2014
Newly Qualified Teachers’ Reflections on the Quality of Initial Teacher Education in the Republic of Ireland
This article discusses the impact of initial teacher education )ITE) on teachers’ professional experiences around the classroom teaching and interpersonal relationships with colleagues and parents. This article also explores what areas newly qualified teachers (NQTs( identified as deserving more attention within college courses. This article discusses the findings of a large scale mixed-methods research conducted on a variety of early professional experiences of beginning primary teachers in the Republic of Ireland. The findings reveal that majority of the sample expressed that they generally felt well prepared for teaching and carrying out teaching duties through their first year in practice. In addition, majority of preservice teachers identified teaching practice as the most important element of the ITE course. However, majority of the beginning teachers identified teaching methods as the most important element of the ITE course.
Updated: Oct. 06, 2014
In this study, the authors examined their efforts to teach beginning teachers’ formative assessment practices, specifically to elicit and interpret students’ mathematical thinking. This study surfaced a number of important ideas about scaffolding students’ learning of practice in the context of a commonly used teacher education assignment. The findings reveal that each scaffold examined in this paper appeared to support and shape student performance. Furthermore, fixed scaffolds designed in advance and scaffolds crafted in the moment based on the unfolding circumstances were both useful in supporting and shaping student practice.
Updated: Sep. 30, 2014
This study investigated the relationship between teachers’ beliefs about quality questions and their questioning behaviours in terms of questioning purposes, content focus, students’ cognitive level, wording and syntax. Findings show that although there was a general congruence between teachers’ beliefs and practices, there were discrepancies between what the teachers believed and what they actually did in the class with respect to the four specified features.
Updated: Sep. 22, 2014
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
Investigating Teacher Efficacy: Comparing Preservice and Inservice Teachers with Different Levels of Experience
This research examined differences in the levels of domain-specific and general efficacy across groups of preservice and inservice teachers. The participants divided into four classifications: the preservice teacher—prior, preservice teacher – post, novice teacher and experienced teacher. The findings revealed that experienced teachers held the highest general teaching efficacy as well as the highest efficacy with regards to domain-specific areas such as student engagement and classroom management.
Updated: Aug. 27, 2014
This study investigated novice teachers’ attributions of their experiences of internship, as conveyed through a visual text. Findings indicate that novices expose critical stances in relation to activism, collegiality, and leverage, making public their unique potential to improve the educational system.
Updated: Aug. 24, 2014
The purpose of this research was to examine the resilience building process in four novice secondary science teachers in order to understand how and why some novice science teachers remain in the profession while others choose to leave. The results of this study suggest that the interaction between stressors and protective factors constitute the primary force of the resilience process and stimulate responses to help counteract negative effects of stress. Underlying the success of the four novice teachers in this study is the notion that their resilience stems from their ability to revise protective factors in order to address changing stressors. Finally, it can be reasoned that resilience can be fostered in novice teachers as a means to encourage teacher retention.
Updated: Jul. 15, 2014
This study explores how interns’ video-based reflections provide evidence that the use of video records of teaching interns’ promotes the development of critical reflection around instruction and learning. Key findings suggest that the existing literature on reflection suggests that beginning teachers rarely, if ever, reflect on issues related to instruction and learning, reflection on instruction and learning can emerge early in a novices’ development when video is used as a mediating tool.
Updated: May. 26, 2014