Search results for: Beginning teachers
Page 22/34 336 items
Missed Opportunities, Misunderstandings, and Misgivings: A Case Study Analysis of Three Beginning English Teachers’ Attempts at Authentic Discussion With Adolescents in a Synchronous CMC Environment
The current article described the Web Pen Pals project which provided an opportunity for beginning English teachers to practice authentic discussion about literature in a synchronous CMC environment with adolescents. The researcher employed case study analysis of three beginning teachers. The researcher was interested to examine the following question: How do preservice English teachers discuss literature online with middle school students?
Updated: Feb. 13, 2012
This study examines the metaphors new teachers use to describe their professional identities. The study also compares metaphors chosen immediately following graduation with those suggested part way through their first year of teaching. Findings indicate that new teachers' metaphors for professional identity show readiness for the role and a focus on pupils. The metaphors suggest that new teachers struggle to develop a professional identity during their first year.
Updated: Feb. 08, 2012
In this article, the author was interested to learn more about how 1st-year mathematics teachers use questioning strategies as a method for improving student engagement in whole-class discussions. The author observed two new mathematics teacher whom he mentored in the university. The data reveal that during each of their midterm observations, the two teachers were presenting lessons that exceeded 50% of the total class period . Therefore, they spent less time on engaging students in mathematics discussions. After each midterm conversation, both teachers increase the amount of time that students were discussing mathematics.
Updated: Jan. 24, 2012
Career Pathways: Does Remaining Close to the Classroom Matter for Early Career Teachers? A Study of Practice in New Zealand and the USA
This paper presents a case study of an early career teacher in order to illustrate and provide a platform from which to consider two teacher leadership roles – the consulting teacher in Maryland, USA and the specialist classroom teacher in New Zealand. The case study presented in this article show how teachers can be mobilized to accept the leadership of their colleagues when their talk is about learning.
Updated: Jan. 12, 2012
First-Year Teaching Experiences: Are They Different for Traditionally Versus Alternatively Certified Teachers?
The purpose of this study was to obtain information from a group of beginning teachers regarding how teachers who enter the field through alternative certification programs respond to the induction programs, in comparison to those who enter through more traditional programs. The results indicate that there are more similarities than differences in the experiences reported by 1st-year alternative-and traditional-entry teachers. These results indicate that teacher education certification programs and beginning teacher support programs need to take into consideration the unique needs of alternative-entry teachers because of their previous experiences and expectations.
Updated: Jan. 12, 2012
The current paper presents the findings from the third study in a longitudinal research project examining newly qualified teachers’ (NQTs) motivation for teaching and how they retrospectively value their teacher education. The results indicate that teachers are motivated both by working with their subject matter and by teaching. However, this study reveals a high rate of attrition, with 40 percent having left the profession.
Updated: Dec. 29, 2011
This article presents a research undertaken during a study visit to The Gambia. The authors argue that study visits to The Gambia and other developing countries have the potential to enable transformative learning. This kind of experience is thought to be of considerable potential benefit to beginning teachers.
Updated: Dec. 20, 2011
Induction Needs of a Group of Teachers at Different Career Stages in a School in the Republic of Ireland: Challenges and Expectations
The current study examines how a school-based induction programme can best accommodate the needs of a diverse group of teachers at different career stages. This case study carried out in a socially disadvantaged secondary school in the Republic of Ireland. Findings reveal that the induction needs of both newly qualified teachers and returning teachers were broadly similar.
Updated: Nov. 29, 2011
The goal of this study was to examine the lived experiences of teachers newly appointed to rural or remote schools in Western Australia to understand their experiences and responses. Rural/remote teachers reported a high incidence of stress and coping strategies. Teachers demonstrate a diversity of direct-action, palliative and avoidant coping strategies focused on management of emotions, health and wellbeing.
Updated: Nov. 10, 2011
How Beginning Special and General Education Elementary Teachers Negotiate Role Expectations and Access Professional Resources
The purposes of this study were twofold: (1) to explicate differences in the curricular, instructional, and role expectations experienced by beginning special and general education elementary teachers, and (2) to document variations in how novices from both groups addressed expectations they encountered. The study found considerable differences in the curricular expectations placed on novice special education and general education teachers, the students they were assigned, and the classrooms and physical settings in which they were expected to work.
Updated: Oct. 27, 2011