Search results for: Beginning teachers
Page 29/34 337 items
This study examines the knowledge of PA instruction of 223 first-year teachers initially certified in special education, early childhood education, and elementary education. Results indicate that significant numbers of beginning special and general education teachers in this sample appear to be inadequately prepared with respect to PA instruction. They have limited knowledge of PA, confuse PA with phonics, are generally unable to select task-appropriate materials or activities, and lack skill in analyzing written words into phonemes.
Updated: Nov. 24, 2009
This research study was designed to inform the development of a new teacher assessment model. This study focused on induction teachers and their mentors/administrators. The findings suggested that participants could find examples of key attributes in videos of teaching practice.
Updated: Nov. 16, 2009
“In It for the Long Haul” - How Teacher Education Can Contribute to Teacher Retention in High-Poverty, Urban Schools
In this article, the authors examine a group of beginning secondary English teachers who form a cohort in an MA/credential program organized to teach them how to teach in high-poverty, urban settings. The authors follow a cohort of 26 novice teachers through their 5th year after receiving their credential. The authors reconsider the categories traditionally used to determine whether teachers stay or leave and offer ways to track those who stay or leave high-poverty, urban schools. The authors conclude with a discussion of factors that seem to contribute to teachers staying in high-poverty, urban schools and educational settings.
Updated: Oct. 01, 2009
Degree of Alignment between Beginning Teachers' Practices and Beliefs about Effective Classroom Practices
The goal of the current study was to explore the alignment of beginning teachers' beliefs and practices, in comparison to an experienced, exemplary teacher. To further explore relationships between teachers' beliefs and practices, the authors also explored aspects that might help beginning teachers become more effective. Participants included six beginning primary school teachers and one experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives.
Updated: Jul. 21, 2009
The author explores the research to practice gap in special education by concentrating on the perceptions and practices of beginning special educators. Specifically, the author seeks to determine the teachers' perceptions of research in general as well as their use of six broad practices that are supported by research for students with high-incidence disabilities. 10 novice special educators participated in this study. The author identifies barriers and facilitating factors.
Updated: Jun. 29, 2009
Valuing Practice Over Theory: How Beginning Teachers Re-Orient Their Practice in The Transition from The University to The Workplace
This article is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The article argues that, despite long-standing awareness of the theory-practice gap as a central issue faced by beginning teachers, attempts by teacher educators to address this issue remain thwarted. The argument draws on interview and focus group data collected via a study of 1st year graduate teachers of an Australian pre-service teacher education program.
Updated: Jun. 03, 2009
More than A Shortage of Early Childhood Teachers: Looking Beyond The Recruitment of University Qualified Teachers to Promote Quality Early Childhood Education and Care
In Australia and internationally, government policies aim to increase the supply of early childhood teachers and thus improve the quality of early childhood education and care services. In this article, the authors suggest that such a policy-quality trajectory in Australia is not as straightforward as policy discourses suggest.
Updated: Jun. 03, 2009
This research examined the quality of induction of provisionally registered teachers (PRT) (newly qualified) utilizing qualitative 'success case studies' within early childhood, primary, secondary, and indigenous Mori medium settings. The findings of the research highlighted exemplary induction practices across the sectors, with the most important associated with PRTs having access to a community, or 'family', of support during their induction.
Updated: Jun. 03, 2009
The induction of beginning teachers continues to occupy a significant position on educational policy agendas as a crucial dimension in the formation of a teacher and one upon which an emergent career is built. The article describes induction as it affected a sample of beginning teachers in Northern Ireland, where there is a dearth of permanent positions for those newly qualified.
Updated: May. 25, 2009
First-Year Special Educators: The Influence of School and Classroom Context Factors on Their Accomplishments and Problems
The purpose of this study was to more fully describe novice special educators' experiences by exploring their problems and accomplishments and the context factors within the classroom and school that potentially promote or constrain novices' professional development. The findings of this survey of 596 first-year special education teachers extend the literature by revealing the influence of classroom and school context factors on new teachers' accomplishments and problems.
Updated: May. 11, 2009