Search results for: Beginning teachers
Page 26/34 336 items
Perceptions of Beginning Teacher Educators of their Development in Research and Scholarship: Identifying the 'Turning Point' Experiences
This article highlights the blurring of boundaries as beginning teacher educators cope with the varying demands of teaching and research activities in higher education institutions (HEIs) in England. Three cases of newcomers to higher education and working in different HEIs are examined over a two-year period. The concept of the 'turning point' as a betwixt state is adopted to help identify significant experiences which result in a developing sense of belonging (or not) to academic and scholarly life. Four different categories are also deployed to highlight the case studies' understanding of being a university researcher.
Updated: Sep. 19, 2010
This article considers the implications of mentoring for the discursive formation of professional identities of newly graduated teachers in Victoria, Australia. The paper draws attention to the effects of mentoring as conceived in this context on the construction of new teacher identities, the close relationship between professional standards and mentoring, the relationship between mentoring and the performative culture of schools, and what it means to be ‘a good teacher’ within this culture.
Updated: Sep. 05, 2010
This article explores the possible role of teaching portfolios as an effective tool both for the negotiation of identity and for the demonstration of teaching competence. Through examining the perceptions of teachers who are in their first five years of teaching, the authors seek to re-frame teaching portfolios in relation to repertoires of practice, a sociocultural historical phrase referring to shared competencies within a given community. The authors conclude that this re-framing enables novice teachers to understand competencies as the repertoires of the teaching profession and that they can enact these repertoires, or competencies, through a range of different practices.
Updated: Sep. 05, 2010
The goal of this study was to determine the implementation and effectiveness of the components of two middle school induction programs. The effectiveness of the elements of these programs was examined through the perceptions of three participant groups – new teachers, mentor teachers, and principals. Data indicated that each element of the induction program – principal and new teacher interaction; mentor teachers; collaborative structures; professional development; and new teacher orientation – met different needs of the new teacher.
Updated: Aug. 24, 2010
This study explores the use of electronic journals to support beginning teachers in developing reflection on teaching within peer support networks. The study takes place within the context of the ongoing Pilot Project on Teacher Induction in post-primary schools in Ireland. Results show little evidence of the development of a more reflective approach attributable to the maintenance of a blog. However review of earlier postings led to some reflective personal and group dialogue.
Updated: Aug. 24, 2010
The Retention Question in Context-Specific Teacher Education: Do Beginning Teachers and Their Program Leaders See Teachers' Future Career Eye to Eye
This article discusses the challenge of retaining teachers in hard-to-staff schools. Hence, the paper examines how it is addressed in three context specific teacher education programs, which prepare teachers to teach in urban public, urban Catholic, and Jewish Day Schools in U.S.A. The findings of this study suggest that counter to teaching force trends teachers from the three programs that the authors studied expressed high motivation to serve as teachers or leaders in their particular schools and communities.
Updated: Aug. 17, 2010
This qualitative study explores strategies of resilience exhibited by novice teachers employed in high-needs areas. Findings indicated that teachers utilised a variety of strategies, including help-seeking, problem-solving, managing difficult relationships, and seeking rejuvenation/renewal. Furthermore, the researchers recognised that resilient teachers demonstrated agency in the process of overcoming adversity.
Updated: Aug. 15, 2010
This article suggests that the ability to satisfice – that is, develop temporary but sufficient solutions – enables teachers to survive the early years of practice. However, it appears that, paradoxically, satisficing is one of the skills that is developed with experience. As the authors demonstrate, veteran practitioners have learned how to cope and by mentoring, they can help newcomers deal with the complex problems of initial practice.
Updated: Aug. 03, 2010
In this article, the authors investigate whether and how recent graduates of an elementary preservice teacher education program enacted social justice curricula. The authors highlight the stories of three beginning teachers. The authors discuss the struggles the teachers faced when enacting social justice curricula. Furthermore, the authors also discuss the tenuous connection they perceived between their conceptions and their practices. The authors conclude with recommendations for ways in which teacher educators can prepare beginning teachers for the uncertain journey of teaching for social justice.
Updated: Jul. 18, 2010
In this essay, the author, a teacher educator in Texas, reflects on an encounter with a first-year Latina teacher, who has decided to leave the profession. Despite successfully learning and applying critical pedagogy, the first-year teacher finds herself isolated and frustrated, stuck between a societal push for standardized success and her own desire to nurture transformation among her students. In listening to first-year teacher's experiences, the author grapples with his own responsibilities as a teacher educator.
Updated: Jul. 13, 2010