Search results for: Beginning teachers
Page 31/34 337 items
The Early Childhood Professional Mentoring Group (ECPMG) was established to develop a forum of support for recent graduates of the authors' university's Masters programs in Early Childhood and Early Childhood Special Education. Moreover, this group was established to create a process for exploring and evaluating the ways that the university's programs are preparing professionals for practice. In order to gain insight into the process and the value of the group, throughout its 1st full academic year, the authors, as cofacilitators, conducted a 45-minute debriefing session after each monthly meeting. During these sessions, the authors reflected on the group's dynamics, topics or themes presented, and their own ways of participating, collaborating, and making meaning of the experience.
Updated: Feb. 12, 2009
The authors explore how differences in cognitive complexity were related to role expectations, conceptions of teaching problems, and the use of evidence for justifying beliefs. They draw on data from a US study of nine mentors and mentees, including mentee scores on the Reasoning about Current Issues (RCI) Test, which offers a measure of cognitive complexity.
Updated: Jan. 26, 2009
This article reports the findings of a review of the international research literature on mentoring beginning teachers. Research identifies a range of potential benefits and costs associated with mentoring. It suggests that the key to maximizing the former and minimizing the latter lies in the realization of a number of conditions for successful mentoring, such as the effective selection and preparation of mentors.
Updated: Jan. 19, 2009
This article explores how beginning teachers use and learn from curriculum materials. As part of a longitudinal study of beginning English teachers who teach in the Pacific Northwest of the United States, the researchers tracked teachers’ responses to and use of materials over time, and how these materials shaped their classroom practice. The authors found that the teachers spent an enormous amount of time searching out curriculum materials for their classes and that the curriculum materials they encountered did, indeed, powerfully shape their ideas about teaching language arts as well as their classroom practice.
Updated: Jan. 19, 2009
This article is based on a Norwegian study. The focus is two-fold, including the views of both new teachers and leaders on the issue of leadership and professionalism. First, the focus is on the way newly qualified teachers describe how they function in the school and kindergarten organizations. Secondly, the focus shifts from the perspective of the new teachers to that of the organization leaders, who emphasize that professional competence is complex.
Updated: Jan. 12, 2009
Lack of knowledge and tools to handle the complexity of teachers' work mean that new teachers often feel insecure about their chosen profession. This influences their perspectives on teaching and their whether they wish (or not) to continue in the field.
Updated: Jan. 12, 2009
When graduate students enter special education programs, they arrive with dispositional knowledge that can assist or hinder them in their professional development. Over the course of two years, the researchers assessed the dispositions of beginning teachers in a special education program at a west coast state university in order to better understand and enhance the teacher education process. The results of this study describe how students entered the program with a variety of perceptions and attitudes and how course work and clinical experiences in these programs affected students' attitudes, as instructors began building on students' prior experience and knowledge.
Updated: Dec. 23, 2008
In this article the authors analyze the mentoring of an alternate route beginning teacher to better understand mentoring practices in alternative licensure programs and to identify how such programs might more effectively mentor this growing population of teachers. The analysis highlights the promise of mentor teams for supporting beginning teachers in alternate route programs.
Updated: Nov. 10, 2008
The Reading Habits and Literacy Attitudes of Inservice and Prospective Teachers : Results of a Questionnaire Survey
The article examined a survey of 747 students, regarding literacy habits of teachers or prospective teacher. Findings suggest high literacy, the ability to read out, but no interest in personal reading.
Updated: Oct. 29, 2008
The authors review literature since 1997 of the effect of beginners' teachers conceptions and practice. The review includes the first approach using theoretical assumptions, the second approach analyses effects through teachers' report' and the third approach explores multiple data sources.
Updated: Oct. 26, 2008