Beginning Teachers (268 items)To section archive
“I Felt like My Practice Was Catching up with My Beliefs:” A Longitudinal Cognitive Study of Seven Early Career Literacy Teachers and Their Praxis
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.
Updated: Nov. 18, 2021
Mathematics Field Experience Design: The Role of Teaching Experiments and Lesson Study One Year Later During Student Teaching
The authors engaged preservice teachers in a redesigned mathematics field experience with a central focus on children’s reasoning through teaching experiments and purposeful reflection on practice through Lesson Study. Indicators of effective teaching were examined through analysis of lesson plans and enactment, comparing student teachers who participated in the revised approach with student teachers in conventional forms of field experience. Findings suggest that teaching aspects fostered by the revised approach during the field experience had a positive residual effect during student teaching. Those who took part in teaching experiments and lesson study had lesson plans that provided for sense-making, encouraged collaboration, and included investigative mathematics to a greater degree than those in the conventional group. Those in the revised group implemented lessons during student teaching that were more student-centered and considerate of classroom culture than those who took part in the conventional field experience. We provide recommendations for designing field experiences.
Updated: Oct. 20, 2021
In this mixed-methods study, the author provides a rich and nuanced picture of how different districts across one state with an underdefined support policy strive to support early-career teachers, and then assess the relationships between these experiences and teachers’ own reported satisfaction and commitment to the teaching profession. She finds substantial variation in the support experienced by early-career teachers. She also finds that mentorship, both formal and informal, and perceptions of professional development are positively associated with satisfaction and commitment. Other contextual organizational factors also play a role in early-career teachers’ experiences and outcomes.
Updated: Oct. 17, 2021
Becoming trauma-informed: a case study of early educator professional development and organizational change
An extraordinary number of young children are exposed to trauma that impacts their development and well-being. Early care and education (ECE) programs are uniquely positioned to support children exposed to trauma yet may lack access to resources and professional development to enhance their capacity to deliver trauma-informed care. Using a qualitative multiple case study methodology, this study investigated how five urban ECE programs adopted new trauma-informed practices as a result of participating in a collaborative model for professional learning. This model, called the Breakthrough Series Collaborative, is designed to build both individual and organizational capacity to implement new practices and is supported by theoretical frameworks from organizational and improvement science. The study explored the changes that occurred at the individual, classroom, and organizational levels. Results suggest changes in knowledge and attitudes about trauma, empathy, and teacher empowerment; classroom and practice level shifts including social and emotional teaching and family centered communication; and at the organizational level a more caring and collaborative workplace culture and improved interagency collaboration. The results further suggest that professional development delivered at the organizational level may support the coordinated implementation of new trauma-informed care (TIC) practices by both teachers and administrators building organizational capacity to improve and sustain these practices.
Updated: Sep. 29, 2021