Beginning Teachers (249 items)To section archive

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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.
Published: 2018
Updated: Sep. 12, 2019
This article examines the potential of tool-supported rehearsal enactments and post-rehearsal discussions to provide novices with opportunities to develop the ability to notice and interpret critical features of science teaching. The results revealed that the tools guided novices to collectively identify, interpret, and share insights to respond to critical issues of science teaching and learning related to using the science teaching practices to support student learning.
Published: 2016
Updated: Dec. 25, 2018
This case study aims to identify the extent to which beginning teachers believe they are prepared for their careers through their teacher training. The study also examines what teachers have learned as practicing teachers. The findings indicated that the internship period was believed to be of most use and benefit in the preparation of pre-service teachers for entering the profession. The findings suggest that the practicum also leads to an awareness of the participants’ vocational identity as teachers, where values as educators are reasserted and they become more conscious of their transition from being university students to being ‘teachers’.
Published: 2017
Updated: Dec. 09, 2018
This article compares the ways in which two teachers use of Twitter and other forms of technology in their professional lives. The author found that both teachers noted that using Twitter to gain access to resources and connect with professionals in the field was critical for them and could be of value for teachers more generally. The author also found that both participants expressed overall positive dispositions toward technology use generally and Twitter specifically. Both teachers also faced challenges in their engagement with technology.
Published: 2018
Updated: Dec. 02, 2018