Search results for: First year teachers
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This study examines the metaphors new teachers use to describe their professional identities. The study also compares metaphors chosen immediately following graduation with those suggested part way through their first year of teaching. Findings indicate that new teachers' metaphors for professional identity show readiness for the role and a focus on pupils. The metaphors suggest that new teachers struggle to develop a professional identity during their first year.
Updated: Feb. 08, 2012
In this essay, the author, a teacher educator in Texas, reflects on an encounter with a first-year Latina teacher, who has decided to leave the profession. Despite successfully learning and applying critical pedagogy, the first-year teacher finds herself isolated and frustrated, stuck between a societal push for standardized success and her own desire to nurture transformation among her students. In listening to first-year teacher's experiences, the author grapples with his own responsibilities as a teacher educator.
Updated: Jul. 13, 2010
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