Search results for: Beginning teachers
Page 8/33 328 items
The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-focused Mentoring of New Teachers
In this article, the authors examine the knowledge and practice base of content-focused mentoring drawing from the wisdom of practice of a community of content mentors. The authors reveal three themes: (1) developing novices’ content teaching is a distinct and critical mentor role; (2) to support this role, experienced content mentors identified a complex knowledge/practice base, with mentors’ PCK and knowledge of assessment for content teaching as the most frequently reported domains; and (3) enactment of content-focused mentoring reveals promising practices in guiding novices in assessing and developing students’ disciplinary thinking, as well as, tensions between content-focused and socio-emotional mentor roles.
Updated: Sep. 14, 2016
This longitudinal study examined the curricular approaches of 14 student-teachers in training to teach Jewish subjects, from the preservice training stage through the beginning of teaching in secondary schools. This study focuses on the student-teachers’ approaches to curriculum and the differences in their attitudes toward two formal study programs: Jewish Philosophy and Bible studies, that differ in character and essence. The study’s findings identified differences in the curricular approaches held by the participating student-teachers from the beginning of training through professional teaching. Furthermore, it seems that the institutional component was a significant factor in the differences between the two subjects.
Updated: Aug. 28, 2016
‘These Are Not the Realities I Imagined’: An Inquiry into the Lost Hopes and Aspirations of Beginning Teachers
The concept of the Program for Excellence in Teaching (PET), formulated at colleges of education in Israel, was designed to train teachers who not only exhibit excellence but also have potential to influence the educational system and institute change therein. This study, focusing on 21 students and beginning teachers who participated in the PET at a certain college of education in Israel, examines their professional expectations and the disparity between intentions and implementations that happens as the beginning teachers encounter the reality in schools. This study assesses the dissonance between students’ and beginning teachers’ self-expectations in light of the PET context.
Updated: Aug. 24, 2016
An Exploration of the Relationships between Mentor Recruitment, the Implementation of Mentoring, and Mentors’ Attitudes
This study examined aspects of mentor recruitment in relationship to the content and logistics of mentoring, mentors’ feelings of role conflict, satisfaction from mentoring, and their attitudes towards the need for matching mentors and new teachers. The results revealed that aspects of mentor recruitment were found to influence both mentoring dynamics and mentors’ attitudes and satisfaction.
Updated: Jul. 11, 2016
All’s Well? New Zealand Beginning Teachers’ Experience of Induction Provision in their First Six Months in School
The purpose of this study was to examine beginning primary teachers’ perceptions of their induction and mentoring experiences in their first six months of teaching. Furthermore, the findings show that while all of the beginning teachers were allocated a mentor in line with New Zealand requirements, the majority received little or no evaluative feedback on their teaching. In this study less than one-half of the beginning teachers experienced induction that is anchored in a community of learners who are committed to effective teaching.
Updated: Jul. 06, 2016
Beginning Teachers' Perspectives on Attributes for Teaching Secondary Mathematics: Reflections on Teacher Education
The purpose of this study was to understand what factors beginning secondary mathematics teachers attribute their success to in the classroom, regardless of their preparation program. The results have implications for informing the types of students mathematics education programs should try to attract or recruit. In addition, the results also provide information regarding defining areas on which teacher education programs should focus and where practicum or internship components might be incorporated into the preparation process.
Updated: Jul. 04, 2016
The study explores the educational potential embedded in the question-asking strategy as a key mentoring resource when used between an experienced teacher educator and a novice teacher for the professional development of both. The findings reveal that the process of a reflective dialog through asking questions led to deeper analysis by the mentor and novice and effected a change in the paradigm of the novice–mentor relationship. This self-study serves as an example of a teacher educator’s readiness to examine more closely her own mentoring style and its effects on the novice, and to better understand the contribution of a reflective dialog to the professional growth of both novice and mentor teacher.
Updated: Jun. 26, 2016
The purpose of this study was to gain a deeper understanding of mentor preparation and learn more about how formal education can prepare mentors for their role. Therefore, questions were asked about why teachers participate in mentor education and their perceived learning outcome, as well as what parts of the programme they find valuable. The findings reveal that students in the mentor education programme seem to be intrinsically motivated, given that they enrolled in the programme without any benefit except from their own satisfaction. Furthermore, the programme provided the participants with concepts that made it possible to talk about mentoring. In addition, during the programme their focus changed from themselves and what to do to focus on the other and facilitating others’ developments. During the programme they became more confident in their roles as mentors.
Updated: Jun. 19, 2016
The purpose of this study is to examine the development of pedagogical content knowledge (PCK) for two purposefully selected beginning mathematics teachers. The PCK development of these two individuals varied due to their focus on developing particular aspects of their PCK, with one individual focusing on assessment and student understanding, and the other individual focusing on curricular knowledge. The findings of this study demonstrate the differences that exist in the development of PCK for beginning mathematics teachers. These findings also demonstrate that PCK can develop in different ways for beginning teachers.
Updated: Jun. 14, 2016
The purpose of this study was to examine one mentor as she assisted three beginning teachers to shift their teaching practice to a more robust understanding of a high-leverage practice, discussion-based teaching. The mentor met each beginning teacher where they were in their development, and took on the authority to move each of them forward as they embraced features of a complex practice related to reform-based teaching. Rather than facilitating learning ordinary practices, this mentor provided an image of an exemplar. She provided an image of the possible as she helped beginning teachers learn the power of local knowledge from teachers who took on teacher educator roles, who pushed back against institutionalized norms of learning to teach alone or learning to teach the scripted curriculum.
Updated: Jun. 01, 2016