Search results for: Beginning teachers
Page 32/34 337 items
The article explores technology and how it allows for new social arrangement by connecting preservice teachers, university faculty, and school-based personnel. The authors recommend specifically that technology be used in teacher education to strengthen professional practice.
Updated: Oct. 26, 2008
Conceptions of Science Teacher Mentoring and Mentoring Practice in an Alternative Certification Program
The article examines conceptions of mentoring and beginning teachers. Interviews with six mentors and six beginner teachers were held, and 379 statements were grouped into six conception. The categories were apprenticeship, personal support, and collaborative learning, and these revealed the variation in how mentors and beginning teachers conceptualized school-based mentoring.
Updated: Oct. 06, 2008
A study was conducted regarding the attitudes towards three distance education modes for science professional education. The study involved 94 elementary schools teachers and three education strategies: interactive television, videotape presentation, and discussion web board.
Updated: Sep. 23, 2008
The article focuses on the year of entitled practicum in England. Pooled data from a postal questionnaire, with a 60% response rate (n = 92), were analyzed from three consecutive cohorts of newly qualified science teachers (2003-2006). Focus group interviews and telephone interviews with 20 newly qualified teachers and 20 induction tutors were also used to collect data. The majority of the sample of newly qualified teachers received the main entitlements in their induction year but serious concerns persist for a significant minority.
Updated: Sep. 21, 2008
The article describes a qualitative and quantitative studies regarding practicum in New Zealand. This research interprets data from a beginning teacher survey to examine school-level variation within the semi-structured national guidelines for induction programs. A discussion of survey design and distribution, pedagogical practices reported in New Zealand induction are reviewed. Interesting patterns surfaced regarding mid-year entrants and older beginning teachers in their second year of practicum studies.
Updated: Sep. 21, 2008
Agency and Child-Centered Practices in Novice Teachers: Autonomy, Efficacy, Intentionality, and Reflectivity
The article examines definitions of agency in the literature; then we test these definitions against the work of novice teachers to instantiate the concept of agency with concrete examples from their work. It then and explores what distinguishes teachers who maintain a child-centered stance in the face of standardization.
Updated: Sep. 01, 2008
The article examines the struggles teachers encounter in implementing developmentally appropriate practices in their 1st year and ways to identify what helped them overcome those obstacles. The article concludes with recommendations for first year teachers.
Updated: Sep. 01, 2008
This study examined several potential sources of teachers’ self-efficacy beliefs to see if differences could be found between novice and experienced teachers. 255 novice and experienced teachers from Ohio and Virginia participated in this study. This study has demonstrated that, compared to career teachers, novice teachers’ self-efficacy seems to be more influenced by contextual factors such as verbal persuasion and the availability of resources.
Updated: Jul. 27, 2008
The article explores the need to support a beginner teacher for two reasons: the need of shortage teacher for certain disciplines, the current emphasis on teacher qualifications and student achievement. The study engaged five-year special education teachers in the USA, and supplied them with support. Results indicate the support influenced the teachers' ability to focus on student learning, and retaining them in their position.
Updated: Jun. 19, 2008
Longitudinal Research on Beginning Teacher Development: Complexity as a Challenge to Concerns-based Stage Theory
Stage theory represents an explanation of change in the teacher professional development. A study conducted on 79 beginning teachers over a two year period ranked categories of concerned. Results confirmed findings of two longitudinal studies indicating teachers concern for impact consistently rank higher across time. One academic in orientation and the second consisting of personal and individual concerns for students, emerged as distinct dimensions across time.
Updated: Jun. 12, 2008