Search results for: Beginning teachers
Page 34/34 336 items
The role of the cooperating teacher: bridging the gap between the expectations of cooperating teachers and student teachers
The article explores the similarities and differences in expectations of cooperating teachers and student teachers in the initial stage of mentor and protégé relationship. Expectations of technical and practical nature were found among members of both groups, and student teachers held more expectations for personal relationship than the cooperating teachers.
Updated: Mar. 20, 2008
The article described a study using mail-in surveys regarding the most and least supportive element of mentoring. Among teachers who were mentored, the experience was the most supportive. Colleagues and administrative support were identified as the most supportive for teachers who were not mentored. Both groups cited similar least supportive factors. Both cited administration, training, and lack of materials.
Updated: Mar. 20, 2008
The article examines an experimental web-based learning environment in which beginning teachers reproduce the assumptions with which they started out, rather than re-inspect them. Findings show the need for structural interventions within a priori hypothesized, linearly ordered, stages in reflection models.
Updated: Mar. 13, 2008
The article describes a study of four teachers as they progress from their teaching programs and through the first year as primary science teachers. The aim of the study is to explore the teachers' development of identity and knowledge, through interviews, and observations, and the interaction between knowledge and identities.
Updated: Mar. 04, 2008
Beginning Teachers' Technology Use: First Year Teacher Development and the Institutional Context's affect on New Teachers' Instructional Technology Use with Students
This empirical research study addresses the issues of new teacher development and the role of the institutional context on new teachers' instructional technology use. The study examines two first year teachers, their development during their initial year of classroom experience, and how the institutional context they entered affected their instructional decisions about technology use with students.
Updated: Feb. 10, 2008
The study describes the experiences of beginner teachers, as seen through the eyes of a teacher educator. The paper illustrates how novice teachers recognize their own professional deficiencies and coping strategies. It also shows how novice teachers engage in meaning making as they connect theory and practice in the classroom.
Updated: Feb. 05, 2008