scholarly journals Dutch beginning teachers’ intrinsic orientation for the profession: Measurement and consistency during the first year

2021 ◽  
Vol 70 ◽  
pp. 101059
Author(s):  
Xiangyuan Feng ◽  
Michelle Helms-lorenz ◽  
Ridwan Maulana ◽  
Ellen P.W.A. Jansen
Keyword(s):  
Beginning Teachers ◽  
First Year ◽  
Intrinsic Orientation

Classroom Management Actions of Beginning Urban Teachers

2018 ◽  
Vol 54 (3) ◽  
pp. 339-367 ◽  
Author(s):  
Andrew Kwok
Keyword(s):  
Classroom Management ◽  
Beginning Teachers ◽  
Management Strategies ◽  
First Year ◽  
Urban Teachers ◽  
First Year Teachers ◽  
Management Actions ◽  
Classroom Management Strategies ◽  
Video Recordings ◽  
Relational Strategies

This descriptive, mixed methods study of one interim certification program explores first year urban teachers’ classroom management actions. This study investigates what strategies teachers implement to manage the classroom from programmatic surveys of 87 first-year teachers and interviews, field visits, video recordings, and journals of five case participants. Results indicate that teachers used behavioral, academic, and relational strategies to manage the classroom and they tend to refine several of these actions over time. Findings suggest that teacher preparation should promote beginning teachers to implement a range of classroom management strategies and support teachers in how to refine their actions.

scholarly journals Predictors of the challenges faced by beginning teachers: Pre-service teacher education competency and professional commitment

2021 ◽  
Vol 11 (1) ◽  
pp. 1-16
Author(s):  
Ishak Kozikoglu ◽  
Nuray Senemoglu
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Stepwise Regression ◽  
Preservice Teacher Education ◽  
Descriptive Statistics ◽  
Professional Commitment ◽  
First Year ◽  
Teachers Perceptions ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The purpose of this study is to determine to what level beginning teachers' perceptions concerning the competency of pre-service teacher education and their professional commitment predict the challenges they face. This study was conducted with 942 beginning teachers working at İstanbul, Konya, Gaziantep and Van provinces in Turkey. The data were collected with the scale of challenges faced by beginning teachers, teachers' perceptions scale concerning the competency of preservice teacher education and teachers' professional commitment scale developed by the researchers. Descriptive statistics, MANOVA, Pearson Product-Moment Correlation Coefficient and stepwise regression analysis were used for data analysis. As a result of the study, it was found that beginning teachers face challenges at moderate level in their first year. Furthermore, it was found that three variables ("relations with students, colleagues, administrators, parents and society", "teaching planning and implementation " and "commitment to the profession") are significant predictors explaining approximately one third (%30.4) of the variance concerning the challenges faced by beginning teachers.

scholarly journals Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession

2018 ◽  
Vol 48 (1) ◽  
pp. 106-132 ◽  
Author(s):  
Laura Thomas ◽  
Melissa Tuytens ◽  
Geert Devos ◽  
Geert Kelchtermans ◽  
Ruben Vanderlinde
Keyword(s):  
Transformational Leadership ◽  
Beginning Teachers ◽  
School Leadership ◽  
Self Efficacy ◽  
Job Attitudes ◽  
School Level ◽  
Dropping Out ◽  
First Year ◽  
Collegial Support ◽  
Key Factor

Teacher attrition is a global concern that is particularly prevalent among beginning teachers. Teachers’ intrinsic motivation to teach, affective organisational commitment and job satisfaction are considered job attitudes that stop them from dropping out of the profession. This study explores the interplay between factors at the school level (i.e. transformational leadership of the principal, professional collegial support) and the teacher level (i.e. self-efficacy) influencing these job attitudes. A sample of 292 first-year primary-school teachers participated. The results of the path analysis demonstrated that transformational leadership of the principal is directly related to teachers’ job attitudes in a positive way. Moreover, transformational leadership of the principal is also indirectly related to these attitudes, via both professional collegial support and teachers’ self-efficacy. Implications for the supportive role of the principal in the teachers’ first year in the profession are discussed.

Perceptions of Beginning Teachers, Their Mentors, and Administrators Regarding Preservice Music Teacher Preparation

2002 ◽  
Vol 50 (1) ◽  
pp. 20-36 ◽  
Author(s):  
Colleen Conway
Keyword(s):  
Teacher Preparation ◽  
Music Education ◽  
Beginning Teachers ◽  
Music Teacher ◽  
Teacher Preparation Program ◽  
First Year ◽  
Preparation Program ◽  
First Year Teachers ◽  
Validity Of Results ◽  
Music Teacher Preparation

The purpose of this study was to evaluate the preservice music teacher preparation program at a large midwestem university (in this article called “BTU” for “Big Ten University”) through an examination of the perceptions of beginning teachers and their mentors and administrators. Primary research participants included seven first-year teachers from BTU's class of 1999 and seven first-year teachers from the class of 2000. Data from these participants included individual interviews, focus group interviews, teacher journals, classroom observations by the researcher, mentor interviews, administrator interviews, and responses on an open-ended “End-of-Year Questionnaire.”In addition, secondary participants (n = 11) completed the End-of Year Questionnaire regarding their first-year experiences and the teacher preparation program. Results and discussion include descriptions of the perceptions regarding the most valuable parts of preparation and the least valuable parts of preparation, as well as suggestions for preservice teacher preparation made by teachers, mentors, administrators, and the researcher. Issues of validity of results and transferability of findings to other settings are discussed in addition to possible implications for teacher education and music education program evaluation research.

District Policy and Beginning Teachers: A Lens on Teacher Learning

2004 ◽  
Vol 26 (4) ◽  
pp. 281-301 ◽  
Author(s):  
Pamela Grossman ◽  
Clarissa Thompson
Keyword(s):  
Beginning Teachers ◽  
Language Arts ◽  
Teacher Learning ◽  
Teacher Educators ◽  
First Year ◽  
First Year Teachers ◽  
District Policy ◽  
Policy Environments ◽  
Opportunities For Learning

This analysis considers the role district policy environments play in the lives of beginning teachers. As part of a larger longitudinal study of teacher learning in the language arts, the authors analyzed the experiences of three first-year teachers in two contrasting school districts. This article assesses the role of policies concerning curriculum, professional development, and mentoring in teachers’ opportunities in learning to teach language arts. The ways in which districts were organized had consequences for what these beginning teachers learned about teaching; district structures either encouraged or deflected conversations about teaching English. In addition, the authors found that districts served powerful roles as teacher educators. The tasks the districts assigned the teachers, the resources they provided, the learning environments they created, and the conversations they provoked proved to be consequential in shaping both teachers’ concerns and their opportunities for learning about teaching language arts.

scholarly journals Digital Saviours: Digitally Able Secondary School Teachers in Their First Year of Teaching

2021 ◽  
Author(s):  
◽  
Louise Starkey
Keyword(s):  
Beginning Teachers ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
Digital Technologies ◽  
Digital Age ◽  
Learning Activities ◽  
Learning Theories ◽  
First Year ◽  
School Teachers ◽  
Pedagogical Content

<p>The digital era is a time when available technology enables access to information, ideas and people from a range of locations, at anytime. Young graduating teachers have grown up using digital technologies and some educators see this generation as digital saviours who will sweep into schools, able to teach the digital generation in relevant ways. This thesis examines the experiences of digitally able beginning secondary school teachers as they attempted to transfer their knowledge of digital technologies to the teaching context. The methodological approach taken in this research was a multiple case study underpinned by a complexity theory conceptual framework. Six digitally confident teachers volunteered to be examined through interviews and observation during their first year of secondary teaching to identify how they used digital technologies in their teaching practice, the learning that occurred, and the barriers and enablers experienced while attempting to integrate digital technologies into teaching praxis. A digital age learning matrix was developed as a research tool based on connectivist learning theory to measure the types of learning activities used by the teachers. Student think alouds were used to ascertain the learning that was occurring in the classroom. During the year, each of the teachers transferred their knowledge of digital technologies while facing challenges and accessing support from within and beyond the schooling context in which they were teaching. Using generic inductive qualitative analysis, the barriers and enablers were coded to five categories based on patterns identified from the interviews including: access, experience, support, school structures and knowledge. It was found that teachers with strong pedagogical content knowledge, that included the use of subject specific digital technologies or applications, were more likely to include knowledge creation in their learning activities. The teachers drew on their base knowledge when making pedagogical decisions. This appeared to restrict the opportunities to include knowledge creation. Web 2.0 features, such as connecting with others, collaboratively developing ideas and understandings within teacher networks or classrooms by the teachers or students, aspects of connectivist learning theory in the design of learning activities were notably absent. The findings from this research identified knowledge, experiences and support that could influence how beginning teachers use digital technologies within their teaching practice. The beginning teachers in this study were more likely to use digital technologies to enhance student learning when they were: (a) familiar with teaching students using a 'trial and error, ask a friend' approach to learning, (b) experienced in the use of digital technologies in specific subject specialist areas, (c) supported by mentors with pedagogical content expertise, (d) given a sense of agency, (e) given access to digital technologies, and (f) able to apply digital age learning theories and models to their teaching praxis. Digital age learning theories and models include complexity theory, connectivism, pedagogical reasoning and action for the digital age, and the digital age learning matrix. The latter two models were developed within this thesis and reflect an important development in teacher professional learning.</p>

Empowerment through induction: supporting the well-being of beginning teachers

2019 ◽  
Vol 9 (1) ◽  
pp. 52-70
Author(s):  
Chris Wilcoxen ◽  
Julie Bell ◽  
Amanda Steiner
Keyword(s):  
Beginning Teachers ◽  
Well Being ◽  
Future Research ◽  
First Year ◽  
Induction Programs ◽  
Leadership Roles ◽  
Content Type ◽  
Project Impact ◽  
Qualitative Thematic Analysis ◽  
First Year Teacher

Purpose The purpose of this paper is to explore ways teachers undergoing induction via the Career Advancement and Development of Recruits and Experienced (CADRE) Teachers Project felt empowered and supported in their well-being through mentoring and coaching. Design/methodology/approach Surveys about CADRE Project impact were e-mailed to 675 current and former participants. Out of 438 surveys returned, researchers used homogeneous sampling to identify 341 teacher respondents. Researchers used qualitative thematic analysis to determine ways teachers felt supported. Findings Coaching and mentoring supported CADRE Project participants’ well-being through empowerment (theme). Sub-themes included: growth, collaboration, networking, improvement and resources. Research limitations/implications Possibilities for future research include exploring the role of mentors/coaches, tracking teachers’ leadership roles and investigating the link between induction and teacher retention in more detail. Practical implications Opportunities for growth and collaboration are cornerstones of first-year teacher support. These support systems can lead to a sense of belonging, develop a mindset for continuous improvement and create long-term networking opportunities. The support teachers need to empower them and maintain their well-being changes with each first-year teacher phase. Originality/value Few studies exist on induction programs with the longevity of the CADRE Project. The high survey response rate with overwhelmingly positive responses suggests that CADRE is unique in its support of beginning teachers’ well-being through the first-year teacher phases, specifically due to the combination of mentoring and coaching beginning teachers receive.

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