International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Beginning Teachers
Page 24/25
248 items
231
This article presents findings from a recent qualitative study of two veteran kindergarten teachers' challenges on challenges facing kindergarten teachers as a result of No Child Left Behind (NCLB). The Findings show how teachers are managing their relationships with the first-grade teachers at their school and with their students' parents.
Published: 2008
Updated: Sep. 04, 2008
232
The article examines definitions of agency in the literature; then we test these definitions against the work of novice teachers to instantiate the concept of agency with concrete examples from their work. It then and explores what distinguishes teachers who maintain a child-centered stance in the face of standardization.
Published: 2009
Updated: Sep. 01, 2008
233
The article examines the struggles teachers encounter in implementing developmentally appropriate practices in their 1st year and ways to identify what helped them overcome those obstacles. The article concludes with recommendations for first year teachers.
Published: 2008
Updated: Sep. 01, 2008
234
This paper presents a study on what motivate student teachers to become primary teachers. The most common reasons for choosing teaching reflected a positive self-evaluation of their attributes and capabilities to be teachers, to work with children and because of the intellectual stimulation teaching would provide. Motivation and commitment changed to some extent over the first semester of initial teacher education, particularly as a result of the first practicum.
Published: 2008
Updated: Aug. 27, 2008
235
This study examined several potential sources of teachers’ self-efficacy beliefs to see if differences could be found between novice and experienced teachers. 255 novice and experienced teachers from Ohio and Virginia participated in this study. This study has demonstrated that, compared to career teachers, novice teachers’ self-efficacy seems to be more influenced by contextual factors such as verbal persuasion and the availability of resources.
Published: 2007
Updated: Jul. 27, 2008
236
The article explores the need to support a beginner teacher for two reasons: the need of shortage teacher for certain disciplines, the current emphasis on teacher qualifications and student achievement. The study engaged five-year special education teachers in the USA, and supplied them with support. Results indicate the support influenced the teachers' ability to focus on student learning, and retaining them in their position.
Published: 2007
Updated: Jun. 19, 2008
237
Stage theory represents an explanation of change in the teacher professional development. A study conducted on 79 beginning teachers over a two year period ranked categories of concerned. Results confirmed findings of two longitudinal studies indicating teachers concern for impact consistently rank higher across time. One academic in orientation and the second consisting of personal and individual concerns for students, emerged as distinct dimensions across time.
Published: 2007
Updated: Jun. 12, 2008
238
A new research was conducted on the beginning teachers in Chile. The study used questionnaires, interviews, observations and focus groups to examine their working conditions. Findings show variations on the theme of professional identity, socialization into schools, education and experience of the beginning teachers and lack of support.
Published: 2007
Updated: Jun. 10, 2008
239
The study explores expectations of teaching by postgraduate students studying towards a certificate in education. The study tracked 28 students by email communication. Students cited as the most positive factor the pleasure of students' success, and as a negative factor, work overload.
Published: 2007
Updated: May. 12, 2008
240
The study explores beginning teachers' examination of the politics of inquiry communities. The qualitative study aims at examining how novice teachers learn to fit in politically in inquiry groups, and construct understandings of the organizational structures and professional cultures of their schools.
Published: 2008
Updated: May. 01, 2008