Beginning Teachers (286 items)To section archive

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For teachers of immigrant-origin students and their peers, emerging research notes the challenge of facilitating a high-quality education for students subject to traumatic events related to harsh immigration enforcement policies. This study examines whether new teachers from seven teacher preparation programs experienced the impacts of immigration enforcement and felt prepared to support students who were impacted. The author surveyed new teachers in preservice and after 1 year of teaching (N = 473) using survey instruments developed by Cohen and colleagues along with additional constructs developed via pilot testing. New teachers reported that immigration enforcement negatively impacted their students and their job satisfaction. Teachers exposed to discussion of immigration policy and teachers who reported engaging with immigrant families in preservice were more likely to view themselves as prepared to support students. He discusses differences for teachers in urban, Title I, and elementary settings.
Published: 2022
Updated: Jun. 02, 2022
This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching. The components of ePCK investigated included the knowledge and skills related to conceptual teaching strategies and student understanding of science. Seventeen newly hired teachers teaching in and outside their field of expertise participated in the study. The data collected included semi-structured interviews and classroom observations of the teachers. The study’s findings showed that early career OOF physical science teachers exhibited less developed ePCK and showed more inconsistencies in their ePCK compared to their in-field counterparts. The findings also revealed that ePCK fluctuated for most teachers, representing the tentative nature of emerging ePCK. This study has implications for those who prepare and support newly hired teachers.
Published: 2021
Updated: May. 24, 2022
Compared to their more experienced colleagues, novice teachers are more likely to experience burn-out and leave the profession. They are also more likely to be assigned out-of-field. This paper shines a light on the emotional and cognitive nature of what is involved for these teachers as they learn to teach out-of-field. Fortune lines technique was used by four novice secondary teachers to reflect on how their perceived capacity and enjoyment changed in their out-of-field and in-field teaching practice, and the influences that caused those changes. Analysis showed that teachers experienced more growth in capacity and enjoyment in their out-of-field contexts compared to in-field, but that their experience of learning was more disrupted. Twelve interconnected categories of influence were identified, but teachers’ unique experiences show that tailored support should be informed by an understanding of what factors corrode and enhance each teacher’s perceived capacity and enjoyment.
Published: 2021
Updated: May. 23, 2022
This article examines the transition experiences of four early career teachers throughout their first year of teaching. Using metaphorical drawings and narratives, this study investigated the relationship between identity, resilience and agency during this transition period. By drawing on legitimate peripheral participation as a theoretical lens to theorise teachers’ transition experiences, the findings reveal that identity, resilience and agency worked in tandem to enable each early career teacher to look beyond challenges, pressure and fluctuating confidence during this critical transition period. These findings shed new light on why some teachers successfully withstand pressure throughout their first year of teaching.
Published: 2022
Updated: May. 02, 2022