Beginning Teachers (264 items)To section archive
Teacher learning in communities of practice: The affordances of co-planning for novice and veteran teachers' learning
Collaborative reflective inquiry in teacher communities of practice (CoP) supports their professional situated learning. However, the CoP model entails at least three limitations and challenges for teacher learning: novice teachers can seldom act as legitimate peripheral participants since they are obliged to do the same work that veterans do; veterans' learning is neglected since they are expected to teach the novices; and power dynamics between veterans and novices may constrain the group's reflective inquiry and, consequently, its learning. In this case-study, the authors explore the dynamics between veteran and novice science teachers in a purposefully sampled case of three teachers engaged in collaborative planning in a professional development community. They examine the implications of these dynamics for the group's reflective inquiry, using linguistic ethnographic micro-analytic methods to analyze audio- and video-recordings of the planning session. The findings demonstrate how in a collaborative planning context, legitimate peripheral participation is afforded, thereby mitigating face threats and supporting learning for both novice and veteran teachers. The study highlights the unique affordances of collaborative planning for science teachers' reflective inquiry, advancing our understanding of the social dimension of teacher learning. This study contributes to the fields of teacher learning in CoPs and teacher planning.
Updated: Aug. 01, 2021
Rapid developments in ideas of knowledge, the role of educational technologies and the needs of students suggest that innovation is important in higher education. However, many factors can affect how and whether innovation occurs. In a study of identified innovative teachers, five thematic dimensions were identified that served to support or constrain pedagogical innovation: the teacher, the institution, colleagues, students and the teaching environment. In this paper the authours discuss the ways in which innovative teachers experienced each theme within their practice. They also consider how individuals and institutions might better support pedagogical innovation.
Updated: Jul. 15, 2021
The overall objective of this study was to investigate the constraints that have occurred regarding the first-year English language teachers’ professional identity construction at five Chinese universities. The approach adopted in the study was Narrative Inquiry. Interview data with five teachers were collected and analysed through a framework that identified emergent salient themes. All the preliminary results indicated major constraints in their experiences as first-year EFL teachers in the current Chinese university context. The discussion reflects on their newly negotiated and renegotiated identity after having suffered particular dilemmas in addition to the general difficulties, and how these processes have further reformulated their outlook in ways they did not expect.
Updated: Jul. 14, 2021
Reflecting on Emotions During Teaching: Developing Affective-Reflective Skills in Novice Teachers Using a Novel Critical Moment Protocol
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.
Updated: Jun. 24, 2021