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Last update in this section: October 15, 2017
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Beginning Teachers
Challenging Transitions and Crossing Borders: Preparing Novice Mathematics Teacher Educators to Support Novice K-12 Mathematics Teachers
The purpose of this study was to compare the challenges faced by new K-12 mathematics teachers (MTs) and new mathematics teacher educators (MTEs) and use what is known about supporting new K-12 MTs to begin to develop improved support systems for new MTEs. These findings show that novice mathematics teacher educators need additional and more valuable teaching opportunities throughout their preparation programs as well as mentoring experiences to help them as they transition into their new positions. These findings are consistent with literature review findings on the experiences of novice K-12 mathematics teachers. The authors conclude that these findings about the need for teaching experiences and mentorship for novice MTEs ,much like those needs identified for novice MTs, may help improve teacher education programs while also improving mathematics teacher education programs.
Publication Year: 2016    |    Updated in ITEC: October 15, 2017
Beginning Teachers’ Conceptual Understandings of Effective History Teaching: Examining the Change from “Subject Knowers” to “Subject Teachers”
The purpose of this study was to explore the change in preservice teachers’ conceptions of effective history teaching across a secondary history methods course in a postgraduate diploma of education program. The findings reveal that three participants out of the seven clearly indicated conceptual change and professional growth. The concept maps constructed by these participants showed that conceptual understandings were established through the use of linking arrows with accompanying linking words – in a hierarchy of concepts linked to each other to form one knowledge domain.
Publication Year: 2013    |    Updated in ITEC: October 15, 2017
The Newly Qualified Teacher in the Working Community
This study explores how the newly qualified foreign language teachers’ (NQT) see their teacher work as an education expert. Furthermore, it also examines how their expertise develops in the working community at the outset of their career. This study shows that the NQTs have difficulty in putting their theoretical knowledge into practice during the first years at work and the effect of the working community on their professional development. The author argues that an NQT needs individual and collegial support both during teacher education and afterwards in working life but more research is, however, needed to define exactly what kind of support would be the most useful for NQTs’ professional development.
Publication Year: 2014    |    Updated in ITEC: September 29, 2017
Novice Teachers as ‘Invisible’ Learners
This study focuses on the way novice teachers, who are part of a one-year postgraduate diploma in post-primary teaching, have opted to negotiate their status as school teachers. In particular, it asks why novice teachers prefer to hide as they scramble to learn how to teach. Findings suggest that without quality mentoring support, our pre-service teachers prefer to become ‘invisible’ as learners. The authors identified three pre-professional stances: fragile, robust and competitive. The key finding is that none of these pre-professional stances mitigate pre-service students’ lack of negotiating power.
Publication Year: 2012    |    Updated in ITEC: September 7, 2017
Archive of 217 additional items in this section back to January 2008
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