International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Beginning Teachers
Page 22/25
248 items
211
The purpose of this article is to offer an analysis of factors related to providing support and guidance to beginning special educators and to recommend directions for research, practice, and policy. The authors summarize the empirical studies pertaining to induction for special educators. They also describe key features of effective programs, summarize state-level policy initiatives and offer recommendations.
Published: 2009
Updated: May. 11, 2009
212
The purpose of this study was to more fully describe novice special educators' experiences by exploring their problems and accomplishments and the context factors within the classroom and school that potentially promote or constrain novices' professional development. The findings of this survey of 596 first-year special education teachers extend the literature by revealing the influence of classroom and school context factors on new teachers' accomplishments and problems.
Published: 2009
Updated: May. 11, 2009
213
In this study, the authors determine the efficacy of two-way videoconferencing to supervise pre-service special education teachers. Efficacy is determined by (a) assessing interobserver reliability between on-site and off-site observers and (b) evaluating the feasibility and practicality of the videoconferencing technology. Participants include two special education pre-service teachers and four university supervisors of practicum and student teaching experiences.
Published: 2008
Updated: May. 07, 2009
214
The Educational Alumni Support Project (EdASP) indicated that there is an urgent need for the teaching profession to support casual beginning teachers (CBTs). The EdASP that was carried out at the University of New England provided online support for primary and secondary beginning teachers. However, the majority of postings were submitted by CBTs. The analysis of postings by CBTs provides further insight into the difficulties they face.
Published: 2009
Updated: Apr. 27, 2009
215
New teachers are often required to go through an induction program in order to become fully certified. Induction programs are varied and the overall picture regarding their implementation is uneven. This article addresses the gap between program policy and implementation regarding various aspects of the Israeli teacher induction program.
Published: 2009
Updated: Mar. 30, 2009
216
Beginning teachers are confronted with many issues as they begin their teaching careers, issues, such as classroom management, individual differences, behavior problems, dealing with parents, and so on. In this article, the authors argue that the best approach to professional development is through a collaborative action research model. By extending the partnerships established between student teachers, mentor teachers and university supervisors during student teaching into the beginning teachers' career, many of the everyday problems can be confronted within a supportive network.
Published: 2009
Updated: Mar. 30, 2009
217
The authors contribute to the empirical and theoretical arguments challenging stage theories of teacher development. The authors challenge those views with evidence of novices attending to students’ thinking early in their teaching. The authors also offer framing as an alternative perspective on whether and how teachers attend to student thinking.
Published: 2009
Updated: Mar. 26, 2009
218
For over two decades, the boundaries between the social sciences and the humanities have become blurred. This paper focuses on explicit arts-based approaches that the authors employed in a 3-year teacher education study of professional conflicts experienced by novice bilingual teachers. Authors describe how they used the arts and to what end, addressing questions of artistic processes, expertise, and research validity.This study illuminated the range of experiences and emotions involved in novice bilingual teachers’ professional lives, signaling the value and validity of research that is both artistic and scientific.
Published: 2009
Updated: Mar. 18, 2009
219
The paper describes two groups of new teachers who experienced the inquiry-based programs of support in which they participated as silencing and uncritical.In each study, the new teachers worked to reclaim voice and agency through dialectic inquiry. The authors characterize this inquiry as local, self-reflexive, and able to embrace the tensions that mark many teaching situations. Given the nature of teaching as a profession, the authors argue that dialectic inquiry can help new teachers develop important attributes of agency and critique.
Published: 2009
Updated: Mar. 16, 2009
220
This article explores how beginning teachers use and learn from curriculum materials. As part of a longitudinal study of beginning English teachers who teach in the Pacific Northwest of the United States, the researchers tracked teachers’ responses to and use of materials over time, and how these materials shaped their classroom practice. The authors found that the teachers spent an enormous amount of time searching out curriculum materials for their classes and that the curriculum materials they encountered did, indeed, powerfully shape their ideas about teaching language arts as well as their classroom practice.
Published: 2008
Updated: Jan. 19, 2009