Beginning Teachers (239 items)To section archive

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In this study, the authors examined whether preservice teachers’ experiences with video analyses during teacher preparation had long-lasting effects on their reflective practices once they entered the profession. Specifically, they examined whether teachers who had opportunities to analyze student thinking and learning during teacher preparation, continued to do so when they reflected on their teaching effectiveness as full-time teachers. The authors found that teachers who attended the video-enhanced course during teacher preparation outperformed their counterparts in both the quality of evidence they drew upon and their attention to individual or subgroups of learners. The results highlight that different teachers thought differently about their lessons when asked whether they were effective.
Published: 2018
Updated: Aug. 29, 2018
This study explores what cognitions underlie teachers' mental representations of different types of positive and problematic relationships with their students. The findings show that when comparing positive and problematic relationships, accounts of the student schema differ. The teachers viewed their positive relationships with their students as agreeable and their problematic ones, as unagreeable. The authors found differences regarding positive relationships between novices and more experienced teachers.
Published: 2016
Updated: Aug. 02, 2018
This article examines how novice teachers cope with their work. The authors compare the ability of novice and experienced teachers to cope with their work, and how this ability is affected by the level of collegial and superior support and collaboration offered. The findings reveal that that the novice teachers do not differ greatly from the experienced teachers. However, it was found that important differences exist between the experienced teachers and the novice teachers in terms of their ability to articulate their own needs and shortcomings.
Published: 2014
Updated: Jul. 15, 2018
This study explores the experiences of one first-year, Black female English language arts teacher and her Advanced Placement Language and Composition students. The findings reveal that the participant faced challenges when finding balance in her classroom management style, encountered cultural dissonance, developed teacher-student relationships, and struggled with how White, middle-class values may have shaped her classroom interactions with her students.
Published: 2016
Updated: Jul. 08, 2018