Search results for: Beginning teachers
Page 3/34 337 items
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
A Case Study of Early Career Secondary Teachers’ Perceptions of their Preparedness for Teaching: Lessons from Australia and Spain
This case study aims to identify the extent to which beginning teachers believe they are prepared for their careers through their teacher training. The study also examines what teachers have learned as practicing teachers. The findings indicated that the internship period was believed to be of most use and benefit in the preparation of pre-service teachers for entering the profession. The findings suggest that the practicum also leads to an awareness of the participants’ vocational identity as teachers, where values as educators are reasserted and they become more conscious of their transition from being university students to being ‘teachers’.
Updated: Dec. 09, 2018
This article compares the ways in which two teachers use of Twitter and other forms of technology in their professional lives. The author found that both teachers noted that using Twitter to gain access to resources and connect with professionals in the field was critical for them and could be of value for teachers more generally. The author also found that both participants expressed overall positive dispositions toward technology use generally and Twitter specifically. Both teachers also faced challenges in their engagement with technology.
Updated: Dec. 02, 2018
This study aimed to examine the specific problems of beginning teachers in Dutch urban primary schools. The findings reveal that beginning teachers encounter several challenges in urban primary schools. The authors found that most prominent challenges were common problems that teacher encounter at schools, such as a high workload, stress and inadequate guidance and support. The participants also mentioned that they had difficulties handling with parental involvement. They had Interactions with highly educated and critical parents as well as interactions with parents from cultural minority groups. They found both types of interactions as difficult to handle.
Updated: Nov. 25, 2018
Career Orientations and Career Cultures: Individual and Organisational Approaches to Beginning Teachers’ Careers
The purpose of this article is twofold. Firstly, to outline teachers’ orientations towards careers in their first three years in the profession. Secondly, to examine how schools as organisations deal with career, developing a model of organizational responses. In this article, the author provides a new perspective on how schools themselves deal with the career orientations of their teachers, developing a categorisation of what he terms organisational ‘career cultures’.
Updated: Nov. 15, 2018
This longitudinal study investigated four secondary social studies teachers, who identified as being constructivist teachers, during their student teaching practicum through their first year of teaching in the classroom. Specifically, this study focused on the relationship between the teachers’ constructivist-oriented beliefs and their use of related practices in their history classrooms. The findings showed that issues of classroom control were major barriers for the implementation of constructivist-oriented practices. Furthermore, the analysis showed that the participants had a limited development of practical tools. The author argues that although their teacher preparation program exposed them to many different types of instructional techniques and their methods course included the teaching of a model lesson to the class, the participants desired more practical tools as they entered their first year.
Updated: Nov. 06, 2018
This study aims to enhance the understanding of induction programs on beginning teacher turnover. The authors found that three induction activities are beneficial in significantly reducing turnover rates for beginning teachers: seminars, common planning time, and extra classroom assistance.
Updated: Oct. 21, 2018
Beginning To Teach Inclusively: An Analysis of Newly-Qualified Teacher Pedagogy in Lower Primary Classes in Tanzania
This study examined how primary school teachers were trained to teach early reading and mathematics in six Sub-Saharan African countries (Ghana, Kenya, Mali, Senegal, Tanzania and Uganda). The authors found that Tanzanian primary teachers were most inclusive. They found that newly-qualified teachers saw various explanations for their learners' difficulties. It was found that the participants had positive overall attitudes towards their learners. These positive feelings seemed to include all, with little evidence of teachers potentially marginalizing learners through low expectations of their ability to learn.
Updated: Oct. 17, 2018
Novice Teachers’ Use of Student Thinking and Learning as Evidence of Teaching Effectiveness: A Longitudinal Study of Video-Enhanced Teacher Preparation
In this study, the authors examined whether preservice teachers’ experiences with video analyses during teacher preparation had long-lasting effects on their reflective practices once they entered the profession. Specifically, they examined whether teachers who had opportunities to analyze student thinking and learning during teacher preparation, continued to do so when they reflected on their teaching effectiveness as full-time teachers. The authors found that teachers who attended the video-enhanced course during teacher preparation outperformed their counterparts in both the quality of evidence they drew upon and their attention to individual or subgroups of learners. The results highlight that different teachers thought differently about their lessons when asked whether they were effective.
Updated: Aug. 29, 2018
Should Teachers Be Colorblind? How Multicultural and Egalitarian Beliefs Differentially Relate to Aspects of Teachers' Professional Competence for Teaching in Diverse Classrooms
In this article, the authors examine how cultural beliefs relate to aspects of professional competence. Specifically, the authors focused on multiculturalism and colorblindness. The findings reveal that colorblindness showed a significant negative relationship with willingness to adapt teaching to a culturally diverse student body. The authors also found that multicultural beliefs were related to higher self-efficacy and higher enthusiasm for teaching immigrant students, to less agreement with negative stereotypes about immigrant students' motivation and backgrounds, and to having chosen the teaching profession specifically as a means to foster integration of immigrants in Germany.
Updated: Aug. 14, 2018