Search results for: New teachers
Page 1/2 14 items
This article explores the emergence of Emirati novice teachers’ professional identity from a socio-cultural viewpoint where influences on identity are sourced internally through beliefs, attitudes, values and dispositions and externally through factors such as roles and responsibilities. Empirical data collected through individual and group interviews and analysed using content analysis, highlights both challenges and emergence of professional identity from point of graduation through to the end of the first year of teaching. The results show that influences on professional identity relate to challenges of raising learner outcomes in relation to delivery of the curriculum, managing the self in multiple contexts, and participating in school-based communities of practice. Teaching science and mathematics in English raises queries of ‘self’ as a teacher. Novice teachers’ emerging professional identity emphasises the ethics of teaching in the UAE.
Updated: Mar. 09, 2020
The meaning of teacher education in an exam-oriented education system: lessons from novice secondary teachers in Korea
This study investigated four novice secondary teachers’ experience and perceptions of teacher education in relation to their current work experience in a high-stakes testing context. The novice teachers commonly indicated that their preparation, which had focused on content expertise, turned out to have little significance in schools, as they mainly executed teaching to the test. Instead, their role as homeroom teachers, which was concerned with caring and supporting students, was found to have much more significance. Accordingly, they indicated that teacher education must more strongly emphasise preparing teachers for that role, which requires them to become mature, considerate, and autonomous educators. Based on this finding, this study suggests the need for a clearer conception of and emphasis on the subjectification function of teacher education that is grounded in the consideration of the fundamental vision, purpose, and meaning of teacher education in a society.
Updated: Oct. 24, 2019
This paper explores the Estonian novice teachers’ learning and knowledge building (LKB) practices in the extended professional community during the induction programme using well-known knowledge conversion model. The assumption in this study is that a teachers’ participation in the extended professional community facilitates their professional development. The survey was conducted with 101 novices after their induction programme. The patterns of novices’ LKB practices in the professional learning community during the induction programme were explored. The analysis showed to what extent extended professional community may be formed during the induction year. LKB practice patterns among the novices were identified. The authors discovered that many novices felt that there was insufficient support from other teachers and from university experts.
Updated: Sep. 12, 2019
Despite the increased focus on why new special education teachers leave the field, the knowledge related to teacher attrition in special education is still somewhat limited when compared with the field of general education. In this study, the authors conduct several Nominal Group Technique (NGT) focus groups to learn more about the perceived needs of new special education teachers. Focus groups are held with three specific groups, preservice special education teachers, new special education teachers, and school administrators to further investigate the potential differences in perceptions about the needs and roles of new special education teachers.
Updated: Jul. 28, 2019
This study explores how the newly qualified foreign language teachers’ (NQT) see their teacher work as an education expert. Furthermore, it also examines how their expertise develops in the working community at the outset of their career. This study shows that the NQTs have difficulty in putting their theoretical knowledge into practice during the first years at work and the effect of the working community on their professional development. The author argues that an NQT needs individual and collegial support both during teacher education and afterwards in working life but more research is, however, needed to define exactly what kind of support would be the most useful for NQTs’ professional development.
Updated: Sep. 26, 2017
This study explores how new teachers who teach from a social justice perspective navigate the challenges of their first year in teaching. The participants were all members of a social justice critical inquiry project (CIP) group that met at the university from which they graduated. It was found that the teachers developed four strategies for teaching for social justice.
Updated: Oct. 24, 2011
This study investigates Estonian novice teachers' perspectives on relationships with mentors. It also explores experiences of mentoring and mentors' tasks during the Estonian teachers' first year of teaching. The data are based on thematic interviews with 16 novice teachers in the second half of their first year of teaching, i.e. the induction year.
Updated: Jun. 08, 2009
Preparing Special Education Mentors Using Classroom Artifacts as a Vehicle for Learning About Teaching
The authors investigate a project that focuses on preparing special educators to mentor preservice teachers throughout their preparation program, instead of mostly at the end of their program. Through use of classroom literacy artifacts, mentors are prepared in how to guide novices as they transition through coursework and into classroom practice. Experienced and novice teachers participate in the research. They work together as part of an ongoing preparation program. Findings indicate that mentors can select and use artifacts that illustrate teaching complexities.
Updated: May. 11, 2009
Motivating Teachers to Enact Free-Choice Project-Based Learning in Science and Technology (PBLSAT): Effects of a Professional Development Model
The authors examined the effects of a long-term, continuous professional development (CPD) model, designed to support teachers to enact Project-Based Learning (PBLSAT). How do novice PBLSAT teachers view their acquisition of PBLSAT skills and how do expert PBLSAT teachers, who enacted the program 5–7 years, perceive the program? The authors suggest that the CPD model helps teachers develop a sense of personal ownership and customization for the program, through multi-staged support to integrate student free-choice PBL into the formal science curriculum.
Updated: Feb. 04, 2009
In this study, the authors examine instances of future-oriented talk produced by novice English as-a-second-language (ESL) teachers during mentoring meetings in one North American university setting. Context-specific functions of future-oriented discourse (e.g., planning, prediction) are examined in relation to reflective thinking and teacher identity.
Updated: Jan. 28, 2009