Beginning Teachers (248 items)To section archive
Using Tools to Promote Novice Teacher Noticing of Science Teaching Practices in Post-Rehearsal Discussions
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.
Updated: Dec. 25, 2018
A Case Study of Early Career Secondary Teachers’ Perceptions of their Preparedness for Teaching: Lessons from Australia and Spain
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’.
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.
Updated: Dec. 02, 2018
This study aimed to examine the specific problems of beginning teachers in Dutch urban primary schools. The findings reveal that beginning teachers encounter several challenges in urban primary schools. The authors found that most prominent challenges were common problems that teacher encounter at schools, such as a high workload, stress and inadequate guidance and support. The participants also mentioned that they had difficulties handling with parental involvement. They had Interactions with highly educated and critical parents as well as interactions with parents from cultural minority groups. They found both types of interactions as difficult to handle.
Updated: Nov. 25, 2018