Search results for: Beginning teachers
Page 16/33 329 items
Mentoring and New Teacher Induction in the United States: A Review and Analysis of Current Practices
This article reviews induction and mentoring programs in the three most populous states, California, New York, and Texas, and one of the smallest, Utah. The author describes the trends in mentoring programs in the United States and discusses the results of these programs. Finally, the article identifies the gaps in the research literature.
Updated: Mar. 10, 2014
This article presents the results of a mixed-methods study investigated recent graduates’ perceptions of their preparation program. The highest levels of preparation and confidence were found in the areas of professionalism, behavior management, and instruction. The lowest levels of preparation and confidence were noted in transition and teaching students whose first language was not English.Participants reported that early clinical experiences and student teaching were the most beneficial components of the program.
Updated: Feb. 19, 2014
This article uses previous research on beginning English teachers’ major concerns to frame the exploration of concerns faced by four beginning teachers. This article seeks to expand on that research by examining the concerns faced by four beginning teachers and considering the implications of those concerns for teacher preparation. The author concludes that in addition to those identified by the previous research, the four beginning teachers in this study dealt with adjusting to the teaching profession, accepting their students, and managing their emotions.
Updated: Feb. 10, 2014
In this article, the authors present the findings of a study conducted in the context of a national ‘contest of novices’ story writing’ in Israel (2004–2005). This study inquired into first-year teachers’ self-images, struggles, and concerns in the Israeli educational context, as discerned from the 10 selected stories. The analysis of the stories uncovered content dimensions of what the authors refer to as ‘shady corners of teaching’. These corners revolve around three interrelated themes: (1) realizing the limitation of teachers’ capacity; (2) coping with the realization that vision is incompatible with reality; and (3) struggling with the multiple voices that operate in the educational system.
Updated: Feb. 10, 2014
This article focuses on what beginning teachers learned about planning; the nature of that planning; and the development of their awareness as to what planning could and could not achieve. This study is based on the analysis of 10 post-lesson interviews with 17 beginning teachers in England across three years (the PGCE year and the first two years in teaching). The findings demonstrate that learning how to plan clearly emerges as the most prominent feature in the PGCE year. It remains a strong feature in the newly qualified teacher year. Furthermore, ongoing learning about planning can be a powerful vehicle for ongoing learning about teaching as a whole.
Updated: Feb. 10, 2014
The Beneficial Outcome of a Successful Mentoring Relationship: The Development of Inclusive Education
In this article, the authors present the mentoring relationship of two teachers at an urban elementary school in Paphos, Cyprus. The authors present how the mentoring relationship of two teachers resulted in the provision of a more inclusive education, not only regarding the two teachers involved in the mentoring relationship, but in the school in general. The data analysis led to the following two assertions: a) the mentoring relationship helped the new teacher to develop more inclusive practices, and b) the mentoring relationship helps in the development of a culture of cooperation between the new teacher and his or her mentor but also helps in the expansion of this relationship throughout the whole school.
Updated: Feb. 09, 2014
This study explores the job satisfaction and career development of beginning teachers in Hong Kong at a time of education reform. The authors are interested to understand teachers’ reasons for joining the profession, and how their personal goals interact with the teaching environment to shape job satisfaction. The participants were eleven graduates from the Post-graduate Diploma of Education (PGDE) Primary Programme of the Hong Kong Institute of Education in 2007. The findings reveal that the school environment was found to be more determinative of teachers’ satisfaction and their initial teaching orientation. The authors suggest that teachers’ level of job satisfaction may be improved through systematically reducing their non-teaching workload by a generous increase in the number of supporting staff in schools.
Updated: Dec. 17, 2013
Beyond Induction: The Continuing Professional Development Needs of Early-Career Teachers in Scotland
This article describes a research project which explored the CPD needs and priorities of early-career teachers and the barriers to their participation in Scotland. The project employed a three-staged methodology: nominal group technique interviews with teachers in four local authorities; a national online survey; and a stakeholder consultation exercise. The analysis of data led to the development of six strategic recommendations. These recommendations related to issues such as the different needs and work in different contexts of year two to six teachers, the responsibility of local authorities and schools to support year two to six teachers, ect'.
Updated: Dec. 08, 2013
This paper reports the findings from the first nationwide survey of Australian primary pre-service teacher educators coordinating units and programmes with CBM content. Stand-alone units were offered in 68% of programmes and embedded in 96% of programmes. They commonly included applied behaviour analysis, decisive discipline, positive behaviour intervention and support, and choice theory/reality therapy, among the 36 approaches/models listed. More than half of the stand-alone units and only 20% of embedded units were coordinated by an academic with a stated CBM research interests.
Updated: Nov. 25, 2013
Learning to Open Up History for Students: Preservice Teachers’ Emerging Pedagogical Content Knowledge
This article investigates the ways in which novices construct tasks that demand students’ interpretive and evidence-based thinking in history. This article also examines novices’ capacity to attend to and create space for their students’ interpretive and evidence-based thinking when taught to do so in their methods coursework. The author focuses on three case studies of preservice history teachers. By the end of the year, only one student emphasized both interpretive and evidence-based thinking, while the second student emphasized interpretive thinking, and the third student emphasized neither.
Updated: Nov. 20, 2013