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Last update in this section: December 11, 2017
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Beginning Teachers
Inside A Beginning Immigrant Science Teacher’s Classroom: An Ethnographic Study
In this case study, the authors examine the ways in which one Asian immigrant teacher’s beliefs, experiences, understanding of his students, and school setting influenced his instructional decisions. The findings reveal that immigrant teachers must be learners, too, and they must recognize and negotiate the unique social understandings students from other cultures bring to the classroom. The findings suggest the participant is thoughtful about his practice and that he believes he knows what is best for immigrant students. His beliefs stem from his personal experiences as an immigrant student and this helps him shape how he teaches. He expects his students to work as hard as he did, and he provides them with the same highly structured learning environment that worked for him, both in Vietnam and in the USA. He believes if his students meet his high expectations they will become active and productive citizens.
Publication Year: 2012    |    Updated in ITEC: December 11, 2017
Taking and Teaching the Test are not the Same: A Case Study of First-Year Teachers’ Experiences in High-Stakes Contexts
This study explores how two first-year teachers viewed policymakers’ reforms affecting their teaching and tenure in the field. These results show how policymakers’ high-stakes reforms impacted the development of these beginning teachers in significant ways. In this case study, the participants ended their first year of teaching questioning their roles in such classrooms. However, their commitment toward their work with their students appeared to keep them in the field as public school teachers. These findings reveal two implications for researchers, teacher educators, and teacher mentors.
Publication Year: 2015    |    Updated in ITEC: December 11, 2017
Early Career Teacher Attrition: New Thoughts on an Intractable Problem
The purpose of this study was to discover what novice teachers required to remain in the classroom. The authors identified four key elements that describe the process of teachers' attrition: entry, early experiences, pre-exit and exit. When the participants entered teaching, they were confident about what they would contribute. However, their early experiences reflected that their progress prevented. The participants were disappointed by leadership and/or veteran colleagues at pre-exit phase of leaving. The authors conclude that the participants enjoyed engaging with ideas and teaching practice during their preservice education. However, they reported that the schools they entered did not foster their growth as teachers or as individuals. They felt that this led to a sense of disillusionment, which led to their decision to leave school.
Publication Year: 2014    |    Updated in ITEC: December 11, 2017
Preparing Teachers for Professional Learning: Is There a Future for Teacher Education in New Teacher Induction?
In this article, the authors explore which factors support or constrain professional learning during initial years of teaching. The findings reveal that novice teachers generally experienced a positive welcome into their schools and the support of well-meaning colleagues. The majority of the new teachers perceive their initial induction to be useful and, in particular, they credit mentoring with assisting their transition into teaching. The authors conclude that providing opportunities for the new teacher to observe other teachers and to be observed by a mentor emerged as central tasks of learning to teach for these new teachers.
Publication Year: 2013    |    Updated in ITEC: November 12, 2017
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