International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: New teachers
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33 items
11
This study examined factors linked to novice general education teachers’ perception of their preparedness to work with multilingual learners in the classroom.
Using a multilevel modeling approach, the authors examined factors at the teacher and school levels using two AY 2015 to 2016 datasets:
The National Teacher and Principal Survey from the National Center for Education Statistics and the Civil Rights Data Collection from the Office of Civil Rights.
The results show that teacher perception of preparedness was positively associated with teacher education courses on working with multilingual learners, supports received during the first-year teaching, and the number of multilingual learners teachers worked within their classrooms.
Similarly, the concentration of multilingual learners at the school level had a positive impact on preparedness.
Overall, it appears that experiences both learning about and working with multilingual learners are positively associated with novice general education teachers’ perceptions of preparedness to work with multilingual students.
Published: 2021
Updated: Dec. 22, 2021
12
In this study, the authors document pre-service teachers’ (PSTs) opportunities to learn about planning for equitable and ambitious instruction during clinical placements.
They also test whether these opportunities vary by the level of participants’ perceived congruence between the vision of science teaching supported in their university coursework and the instructional practices and learning culture of their host classrooms.
They analyzed interview and survey responses of 65 science PSTs from three preparation programs which required their novices to learn about planning and teaching that was consistent with research-based reforms.
In placements where novices could participate in planning practices that were perceived as congruent with these reform-based visions, they were more likely than peers in low-congruence classrooms to engage in educative co-planning with a mentor, to take up responsibilities for planning lessons earlier in the school year and for longer periods of time, and to receive useful feedback from mentors.
Published: 2021
Updated: Dec. 16, 2021
13
Using a qualitative approach, this article reports findings of a longitudinal study of seven successful elementary educators from the inception of their final preservice field experience through the first seven years of their independent teaching.
The research centers the development of teachers’ literacy-related instructional practices over the course of their early teaching careers, as well as the factors that influenced and impacted their instructional choices.
Through repeated surveys and a culminating reflective interview, the researchers examined patterns of literacy beliefs and practices reported by these teachers over time, as well as the extent to which they internalized and used those beliefs and practices.
The authors share what impacted teachers’ perceptions and practice of reading instruction throughout the formative stages of their teaching careers and suggest implications for teacher preparation programs in attending to pre- and early-career teachers’ praxis.
Published: 2021
Updated: Nov. 18, 2021
14
Human-in-the-loop simulation is a valuable tool that can support novice teachers in learning how to lead classroom discussions.
The authors ground their use of simulation in a theory of practice-based teacher education, examining how authenticity is theorized around approximations of practice.
They then illustrate the use an approximation of practice approach, discussing guiding principles of project work in which novice teachers learn to facilitate small-group discussions with digitally simulated fifth-grade students.
Several provocative vignettes illustrate the complexity of authenticity, suggesting additional theorization to help use authenticity as more a malleable attribute than as simulation’s end goal.
One implication is that more study is needed, in the context of using virtual environments and humans in teacher education, addressing authenticity, participant perception of authenticity, and their interaction.
Published: 2021
Updated: Aug. 20, 2021
15
Affective-reflective skills are an integral component of classroom pedagogy, providing teachers with emotional understandings and confidence that can improve overall classroom performance.
This article presents a case study of early career primary school teachers, showing how such affective-reflective skills can be developed through iterations of a purpose-designed collaborative protocol.
Use of this novel protocol allowed teachers to examine their classroom practices via critical moment analysis of affective responses observed from lesson videos.
Findings demonstrate how teachers’ use of this non-judgmental and self-evaluative protocol contributed to an emerging understanding of the relationship between their affective-reflective skills and teaching confidence.
Findings support an argument for reframing teacher professional learning, from a focus largely on curriculum content and pedagogy, to a focus that includes the teacher’s emotional experience and its subsequent analysis, as part of the learned content that supports the growth of teacher confidence.
Published: 2020
Updated: Jun. 24, 2021
16
The main purpose of the present study was to illuminate the factors that enhance or inhibit job satisfaction among second-career teachers (SCTs) in their initial period at school.
Data was gathered from questionnaires filled out by 80 novice SCTs and a comparable group of 82 First-Career Teachers (FCTs).
Personal interviews were conducted with eight SCTs.
The findings show that the most powerful predictor of high job satisfaction among SCTs is the availability of support whereas the most powerful predictor among FCTs is workload.
The qualitative analysis suggests that experience acquired by SCTs before they start teaching provides a repertoire of helpful strategies, thus improving their ability to cope with stressful experiences.
The findings support the trend to advocate teaching as a second career for experienced professionals.
Published: 2020
Updated: May. 13, 2021
17
This mixed methods study explores a comprehensive survey administered in one induction program of over 2000 novice teachers and 1000 of their coaches.
Quantitative analyses through Structural Equation Modeling indicate the mediating impact that coaches have on various design features of induction, which then have an impact on novice teacher learning and pedagogy.
Qualitative analyses of comments reveal respondent satisfaction with programmatic structures in influencing their induction experiences while reiterating the importance of coaching.
Findings have two main implications:
1) the impact of quality coaching for novice teacher professional growth, in conjunction with the importance of matching novice teachers and their coaches appropriately, and
2) the significance of curriculum, technology, and customer service in having an impact on the overall novice teacher and coach experience throughout induction.
These findings have implications for the work of coaching and design features of induction programs.
Published: 2020
Updated: Apr. 20, 2021
18
The purpose of this paper is to present and discuss contrasting perceptions regarding “leadership and mentoring” among leaders of Norwegian early childhood education and care (ECEC) centres in their mentoring practices with newly qualified early childhood teachers (NQTs).
Semi-structured qualitative interviews were conducted with eight leaders in Norwegian ECEC centres.
Leaders in dual roles as leaders and mentors have varying orientations in mentoring NQTs.
The paper presents the findings as two main orientations: an individual and an organizational orientation.
Individually oriented leaders as mentors focus on individual needs and support of the NQT. Organizationally oriented leaders as mentors emphasize collective reflection and learning in the staff group and include NQTs in various learning processes in the ECEC centre.
The study contributes to increased knowledge on how leaders’ views on leadership and organization influence their mentoring with NQTs. The study is relevant for leaders in other educational settings such as schools.
Published: 2020
Updated: Feb. 17, 2021
19
The present study investigates teachers’ perceived challenge and competence at different stages when dealing with professional requirements.
A total of 655 teachers from 250 primary schools in the state of Zurich, Switzerland, at different career stages (pre-service, beginning and experienced teachers), completed a survey measuring four professional requirements in competence and challenge dimensions.
Structural equation modelling was used to assess the validity of the measures and teachers’ sense of competence and perceived challenge were compared across different career stages.
Beginning teachers were found to be lower in their sense of competence in all four requirements, but teachers’ experiences of challenge varied at different career stages.
The findings call for attention to facilitating new teachers to accomplish the required competencies and to minimise any stress arising from the challenges they face.
Promoting optimal use of resources through cooperation in the workplace may help beginning teachers to maximise their sense of competence.
Published: 2020
Updated: Dec. 29, 2020
20
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.
Published: 2019
Updated: Mar. 09, 2020