Download or read book First year Teacher Perceptions of Classroom Experiences and Teacher Induction in a Midwestern School District written by Cheryl Torok Fleming and published by . This book was released on 2004 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of First Year Teachers in an Urban High School written by Dawn T. Lambeth and published by LAP Lambert Academic Publishing. This book was released on 2013-01 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined beginning teachers' perceptions of mentoring and induction. The rationale for the study was that the first years of teaching are typically the most challenging for beginning teachers. Data sources included observations, interviews, and field notes. This study had three objectives: to provide an up-to-date, readable, and wide-ranging account of the perceptions of beginning teachers; to offer a guide to some of the major issues currently under discussion in the experiences of beginning teachers; and to identify some of the major deficiencies in the existing literature. Data revealed that beginning teachers desired support in classroom management, curriculum and instruction, securing resources, and discipline. Given the amount of teachers who leave the profession within the first five years, this research has the potential to reveal the influencing factors which may lead to a teachers' decision to leave the classroom or remain in the teaching profession. In identifying these factors and creating and implementing effective induction programs and support systems, there may be a way to avoid or at least decrease the high turnover rate of beginning teachers
Download or read book Beginning Teachers Perceptions of Their Novice Year of Teaching written by Rebecca Bingham Rees and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study was an investigation of first-year teachers who completed their teacher preparation program at large, land-grant university in the west (n=16). It explored teachers' perceptions of their first teaching year centered around the questions of challenges and successes they had encountered, whether they felt prepared for their first year by their teacher preparation program, in what areas would they have liked more instruction during their teacher preparation program, and if they felt able to implement developmentally appropriate practices (DAP) within their classroom. Study findings indicated three main areas remarked on by teachers: creating and implementing instruction and assessment; experiences of teachers; and classroom organization, management, and procedures. All of the teachers within the study had comments within the area of creating and implementing instruction and assessment. About 46% of the comments within this theme referred to whether teachers felt able to implement DAP in their classrooms. Almost 77% of teachers reported that they were able to implement DAP within their classrooms. Fourteen of the teachers had comments coded within the theme of experience. Almost 68% of those comments fell within the subtheme of student teaching experience. Over half of the teachers expressed satisfaction with their student teaching experience. Fourteen teachers also commented within the theme of classroom organization, management, and procedures. About 73% of those comments were coded within the subtheme of classroom management. Teachers reported feeling both successful and challenged within this theme, and it was also identified as an area they would have liked more instruction in during their teacher preparation programs. Five less prominent themes were also delineated: special education, teacher intrinsic qualities, teacher characteristics, child and classroom characteristics, and parent and family issues. Study findings demonstrated, as well, that most teachers felt prepared for their first year of teaching by their teacher preparation program. The majority of teachers began first teaching in a public school setting and participants were teaching students ranging from pre-school to first grade. Limitations, implications, and suggestions for future research are discussed.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-07 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Needs of New Teachers written by Dustin Jay Bridges and published by . This book was released on 2012 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the perceptions of beginning teachers from one southwestern North Carolina school district during the 2011-2012 school year. Research questions focused on teacher perceptions of elements related to job satisfaction/dissatisfaction and of methods of support given to beginning teachers. -- The mixed-methods approach was utilized, with surveys serving as the primary data source. Surveys were sent electronically to the district's 142 teachers in their first 3 years in the profession. The survey, adapted from Rhodes, Nevill, and Allan (2004), identified 28 elements and asked teachers to rate the extent to which they felt elements are important, pertaining to overall job satisfaction/dissatisfaction. Elements were later categorized by constructs based upon research by Patrick (2009): workplace atmosphere; administrative support; student behaviors; autonomy; and efficacy. Frequency responses showed that the top 10 ranked elements appeared in the constructs of workplace atmosphere and administrative support. Following the administration of surveys, individual teacher interviews were completed in order to validate teacher responses. Twelve out of 14 teachers interviewed stated that school/district level supports had led to their success. -- The data suggest that teachers feel that they receive strong administrative support in this school district, and in particular, credit the teacher mentor program for their perceptions of success. While all teachers interviewed stated that they planned to remain as a teacher in the district for the following school year, some frustrations of beginning teachers emerged: relationships with other teachers; issues with lesson planning/resources; and student discipline. The findings can be used by school districts to focus on professional development for beginning teachers or to help assess their own induction programs.
Download or read book Cultivating High Quality Teaching Through Induction and Mentoring written by Carol A. Bartell and published by Corwin Press. This book was released on 2005 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book also contains a special emphasis on under-prepared teachers and urban schools-those most in need of effective induction and mentoring and also the group that benefits the most from these types of programmes
Download or read book Beginning Teaching written by Sandy Schuck and published by Springer Science & Business Media. This book was released on 2012-03-01 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: The experiences of the first years of new teachers’ professional lives are critical to their decisions about embracing or leaving the teaching profession. Writ large, these experiences have the potential to either underpin or undermine the growth and development of the teaching profession. This book offers a research-based account of beginning teachers’ experiences, told from their own perspectives and often in their own words. Beginning Teaching: Stories from the Classroom provides valuable source material to inform teacher education practices. The authors draw on more than 20 years of research on the professional learning, retention and attrition of beginning teachers to provide evocative illustrations of the challenges and successes that occur in the early years of teaching. The compelling and coherent narratives will appeal not only to student and graduate teachers but also to program designers, coaches and senior managers in schools. Above all, the book speaks to teacher educators in the hope that the experiences discussed here will suggest ways of supporting student teachers to grow and flourish once they launch their careers in the profession. These evocative stories express beginning teachers’ anguish and elation and also provide testimony to their resilience and perseverance in an altruistic profession. The analysis and interpretation of their stories will challenge and uplift; inspire and shame; give cause for celebration and melancholy; generate empathy and provoke introspection. Above all else, these stories call for change.
Download or read book First year Teacher written by Robert V. Bullough and published by Teachers College Press. This book was released on 1989-01-01 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing hands-on information, this work is an in-depth case study of the first year-and-a-half of a 7th grade teacher’s experience.
Download or read book The Orientation of First year Teachers to Classroom Service written by California Teachers Association and published by . This book was released on 1952 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Preparing Middle Level Educators for 21st Century Schools written by Penny B. Howell and published by IAP. This book was released on 2018-05-01 with total page 407 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last decade, significant changes have occurred in how schools are organized, how educators are prepared and certified, how accreditation policies have shifted both curriculum and content, as well as changes to the demographics of middle school classrooms. This volume, Preparing Middle Level Educators for 21st Century Schools: Enduring Beliefs, Changing Times, Evolving Practices provides a review of current research focused on middle level educator preparation at all levels. Our enduring beliefs about young adolescents have not changed (e.g., need for developmentally responsive instruction, caring adults who understand them and are prepared to teach them, opportunities to explore their interests) but the political and sociocultural climate of schools and schooling has. In light of changing times, this volume allows researchers and teacher educators to share research from their context and inform the evolving practices of educator preparation for the middle level. The research presented in this volume is organized into three sections, with an introduction provided for each. The authors grounded their work in the Association for Middle Level Education’s teacher preparation standards (2012) and tenets of This We Believe (NMSA, 2010). By doing so, they examine topics that hold potential for meeting the learning needs of teachers and students in middle level schools. The first section includes chapters from individuals working to ensure that the enduring beliefs of middle level education continue to guide the structures of their middle level teacher preparation programs. The second set of chapters closely examines how changing times are shaping the work of teacher educators. Finally, the last section spotlights evolving practices that continue to develop in response to the changes impacting our classrooms, schools, and communities. This text provides readers with researched-based practices and information to help them continue the tradition of middle level teacher education. The enduring beliefs of preparing teachers who understand, respect, and honor the many talents, gifts, and contributions of the young adolescent student will guide teacher educators as they respond to the changing times of education and the evolving practices of teachers, teacher educators, and schools.
Download or read book First year Teachers Perceptions of Their Readiness for the Classroom written by Kathryn Pritchard and published by . This book was released on 2017 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addresses the impact of teacher preparation programs on novice teachers’ perceived readiness for the classroom. An explanatory sequential mixed-method, three-phase design was used involving two collections of quantitative data and a focus group convened to explore themes that emerged from quantitative data. Data collected suggest whether the type of teacher preparation program completed by a preservice teacher impacts a novice teacher’s perceived sense of readiness for teaching. -- Butin (2010) discussed “translating research into effective practice has been the weak link” (p. 4) in research studies. Studying a potential connection between teacher sense of readiness for the classroom and the needs they identify that will support them in their first year may reduce teacher attrition by providing North Carolina teacher mentor programs access to the types of support teachers feel they need in order to remain in teaching and provide teacher preparation programs with suggestions for focused instruction to meet teacher perceived needs. -- This study found traditionally certified teachers’ perceptions of readiness to teach declined during their first year, whereas lateral entry teachers’ perceptions of readiness to teach increased during their first year. Strategies to address the needs identified by teachers in the study including the needs related to teacher knowledge of learners, knowledge of subject matter, and knowledge of teaching are discussed in relation to the study’s findings.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Transition Experiences the First Three Years written by Beverly F. Urbach and published by . This book was released on 2002 with total page 510 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Better Beginning written by Marge Scherer and published by ASCD. This book was released on 1999-11-15 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: Here's help for any school or district that wants struggling first-year and beginning teachers to survive and thrive. Written by seasoned administrators and teacher leaders who know the ropes, this guide covers every aspect of the topic, including: Best ways to support new teachers; Stages they go through in their first year; Effective induction programs that last five days, all summer, or an entire year; Mentoring programs that benefit all teachers involved; Strategies for improving new teachers' teaching skills without damaging their morale; and Systemwide solutions that combine induction and mentoring programs with ongoing assessment and professional development. Case studies of successful programs and insights from veteran and novice teachers give you plenty of fresh insights on how to maintain new teachers' confidence and encourage them to innovate and grow. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Download or read book Dynamic Principles of Professional Development written by Caroline M. Crawford and published by Rowman & Littlefield. This book was released on 2017-10-11 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dynamic principles of professional development are directly and indirectly defined and applied with no particular order of sequence as one or more of these principles may be activated in unison and revisited time and again in varied degrees and contexts throughout a professional’s career. Further, this is by no means a list in the entirety of all professional principles pertaining to education, but rather a representation of the basis for the dynamic interchange that transpires and elevates professional development that is energized and authentic. These Dynamic Principles of Professional Development are as follows: introspection, participation, collaboration, transformation, identification. Dynamic principles of professional development both illustrate and apply standards and dispositions evident within real world classroom engagement, and while working closely with teachers, administrators, and university based instructors. Classroom teachers as associated teacher educators routinely demonstrate the characteristics of these dynamic principles of professional development in their practice. These principles often reflect elements of effective teacher preparation. Thus, these dynamic principles of professional development illuminate the key qualities of classroom teachers as associated teacher educators. Further, these dynamic principles enrich and expand the evolving definition of classroom teachers as associated teacher educators as the central focus of this text.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1999 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book New Teacher Induction written by Annette L. Breaux and published by . This book was released on 2003 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discusses the importance of training, supporting, and retaining new teachers, presents a step-by-step process for structuring an induction program, and features a list of replicable induction programs.
