Search results for: Beginning teachers
Page 14/34 337 items
This study examines the evolution of one novice’s teacher’s informal virtual mentoring network to determine if characteristics of traditional mentoring networks and relationships mirror characteristics of a Twitter mentoring network. Results indicate that the novice teacher’s network was used primarily to seek information from other professionals, since her two primary informal mentors were secondary mathematics teachers. Novice teachers typically have more information needs than more experienced teachers and would likely need to ask more questions and have fewer resources to share than experienced teachers. Furthermore, the frequency of interactions decreased over time despite the potential ease of posting to Twitter.
Updated: Feb. 15, 2015
From the imagined to the practiced: A case study on novice EFL teachers’ professional identity change in China
This article examines the change of four novice EFL teachers’ professional identities in the first years of teaching in K-12 schools in China. the findings suggest that (1) novice teachers’ cue-based or exemplar-based imagined identities may change into rule-based or schema-based practiced identities as mediated by the mixed influences of the institutional contexts of school and the dynamic educational contexts; and that (2) the institutional pressures seem to cause the imagined identities to be negatively replaced, but the teacher’s perseverance and agency in seeking opportunities of professional development may ultimately determine the positive evolution of the imagined identities.
Updated: Feb. 08, 2015
Tensions in Beginning Teachers’ Professional Identity Development, Accompanying Feelings and Coping Strategies
This paper examined tensions encountered by 182 beginning teachers during their professional identity development. The article also explored the feelings that accompanied these tensions and the ways they tried to cope with these. The findings reveal that tensions that are often mentioned by beginning teachers concerned conflicts between what they desire and what is possible in reality. Female teachers reported more tensions than their male colleagues, while final-year student teachers did not differ from first-year in-practice teachers in the number of tensions they experienced. Tensions were often accompanied by feelings of helplessness, anger or an awareness of shortcomings.
Updated: Jan. 20, 2015
Micropolitical Staffroom Stories: Beginning Health and Physical Education Teachers’ Experiences of the Staffroom
This paper explores the micropolitical staffroom experiences of two beginning health and physical education teachers. The two narratives draw attention to how the context of the staffroom significantly shaped and reshaped the beginning teachers’ micropolitical learning and practices throughout their first year of teaching. The findings reveal that staffroom occupants shaped situations which beginning teachers encountered. The two beginning teachers became more micropolitically ‘literate’ overtime with a more in depth understanding of the particular context and prevailing micropolitical staffroom stories. The authors recommend that more attention needs to be paid to the staffroom as a micropolitical context in which beginning teachers transition, learn and develop professional and micropolitical identities.
Updated: Jan. 19, 2015
Pupil Aggressiveness and Perceptual Orientation towards Weakness in a Teacher who is New to the Class
This study aimed to investigate possible relationships between aggressiveness in pupils and the extent to which pupils will seek signs of weakness in teachers who are new to the class. The authors also explored whether gender moderated the relationship between aggressiveness and the perceptual orientation studied. The results reveal connections between aggressiveness and perceptual orientation towards weakness in teachers. The results also support the conclusion that interest in weakness is generally connected to aggressiveness, mainly proactive aggressiveness, regardless of gender.
Updated: Jan. 19, 2015
Mentoring of New Teachers as a Contested Practice: Supervision, Support and Collaborative Self-development
This article aims to examine contested practices of mentoring of newly qualified teachers within and between New South Wales in Australia, Finland and Sweden. The meta-analysis revealed three main archetypes of mentoring: mentoring as supervision, mentoring as support, and mentoring as collaborative self-development. These three different views of mentoring are found in Australia, Sweden and Finland. The authors suggested that these three different archetypes of mentoring form very different dispositions in mentees and mentors.
Updated: Jan. 18, 2015
Getting Personal with Teacher Burnout: A Longitudinal Study on the Development of Burnout Using a Person-Based Approach
The main purpose of this study was therefore to examine whether the use of a person-based approach could identify patterns of intra-individual change in burnout during the first three years of employment for beginning teachers. The authors conclude that the results showed that the majority of the beginning teachers had low levels of burnout, indicating that they coped well with the transition from education to employment. However, the results also showed that more than one in ten experienced burnout at some point during this period. Furthermore, the findings revealed that about half of the teachers experienced moderately high burnout or high burnout at some time.
Updated: Jan. 13, 2015
Beginning Teachers’ Experience of the Workplace Learning Environment in Alternative Teacher Certification Programs: A Mixed Methods Approach
This paper discusses to what extent students of teaching in early entry teacher education programs experience their work environment as a stimulating learning environment. The results indicate that in most schools opportunities for learning are incidental and not in the form of labour. Student teachers are not gently introduced into the practice of teaching, gradually taking more responsibilities and becoming experts. Besides, the core of the practices for teachers is enacted in classrooms where student teachers are left to their own devices. However, autonomy is highly valued but double-edged: a source of motivation and isolation. Furthermore, when knowledge exchange, reflection and problem solving occur, they have little prospect of improving student teachers’ conceptual knowledge and deep understanding.
Updated: Jan. 06, 2015
Struggling for a Professional Identity: Two Newly Qualified Language Teachers’ Identity Narratives during the First Years at Work
The purpose of this article was to examine how two newly qualified teachers constructed their identity. The findings reveal that the participants’ stories display two different experience narratives: a painful and an easy beginning. Despite the same teacher education programme and the same kind of working environment, these cases represented two clearly different ways of experiencing the induction phase. This study supports the idea of a violent impact that the induction period can have on teachers’ self-understanding. Understanding teachers’ induction from the perspective of a possible identity crisis can open up ways of supporting newly qualified teachers in their professional development, both during their teacher studies and during the induction phase.
Updated: Dec. 21, 2014
This article draws on Margaret Somerville's ideas, who has suggested that a new methodology of postmodern emergence might allow researchers to disrupt the taken-for-granted and provide fresh insight into familiar problems. They argue that the research reminds them of the regenerative potency of relationships and conversations in which doubts and disillusion can be expressed and heard.
Updated: Nov. 24, 2014