Search results for: Beginning teachers
Page 17/34 336 items
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
Teacher Academy Induction Learning Community: Guiding Teachers Through Their Zone of Proximal Development
This article aims to examine the effectiveness of the induction support provided to teacher candidates/interns as they transition into the teaching profession. This case study is an analysis of the Academy for Teacher Excellence’s (ATE) support provided by the Teacher Academy Induction Learning Community (TAILC). The authors contend that the induction program presented can serve not only to support the retention of Latino teacher candidates, but can be used as a model to support other candidates working with diverse populations. The authors conclude that effective teacher induction support assists novice teachers through their zone of proximal development in becoming members of a community of practice.
Updated: Sep. 15, 2013
Teaching teachers how to conduct an observation is a vital step in the analysis of teaching that perhaps is often skipped. To address this gap in teacher preparation, the researchers developed an online workshop for teacher trainees. Data collected from teacher candidates’ observation worksheets and responses to open-ended questions after each of the three online modules indicated that they were able to see, code, and describe the behavior that they were being directed to observe. Therefore, the results showed that this training led to an increased awareness of the teacher’s actions in terms of how they related to or created student involvement.
Updated: Sep. 03, 2013
In this article, the author analyzes how participation in teacher-led, semester-long, action research projects influences early career teacher perceptions of support and learning. Results show that teacher-led action research projects as a professional development structure contribute to the development of a supportive professional culture, feelings of context-specific support, and feelings of empowerment and being overwhelmed in an urban school staffed primarily with early career teachers.
Updated: Aug. 27, 2013