Relevant bibliographies by topics / Beginning teachers

Academic literature on the topic 'Beginning teachers'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Beginning teachers"

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STEINBEIß, Gregor. "Beginning Student Teachers’ Professional Identity." Acta Didactica Napocensia 14, no. 1 (July 2021): 151–64. http://dx.doi.org/10.24193/adn.14.1.12.

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Abstract: This article investigates teachers’ professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students’ (N=18) conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements (N=401) have been combined, and a unified synthesis of a beginning student teachers’ professional identity was formed. Three main categories were found: the “ideal” teacher, “good” teaching, and the “optimal” working environment. The results showed a highly idealistic view of being a teacher. The majority of statements referred to teaching from a pupil-centered perspective by strongly emphasising personality traits, student-teacher relationships, and teachers’ professional knowledge. Based on the results, the role of professional identity in Austrian’s teacher education is discussed, and further implementations in research are recommended.
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Krueger, Patti J. "Beginning Music Teachers." Update: Applications of Research in Music Education 19, no. 1 (November 2000): 22–26. http://dx.doi.org/10.1177/875512330001900105.

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Meister, Denise G., and Steven A. Melnick. "National New Teacher Study: Beginning Teachers' Concerns." Action in Teacher Education 24, no. 4 (January 2003): 87–94. http://dx.doi.org/10.1080/01626620.2003.10463283.

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Stoichici (Iavorschi), Elena, and Anca Elena Ioniță (Cristea). "Dynamics of relationships between mentors and beginning teachers." Technium Social Sciences Journal 38 (December 9, 2022): 103–13. http://dx.doi.org/10.47577/tssj.v38i1.7759.

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This research investigates the relationships that are established between mentor teachers (PM) and beginning teachers (PD) in order to insert the beginning teachers into the school organization and how they are influenced by the institutional management. The specific objectives of the research were the following: (1) Identifying the perception of beginning teachers regarding the difficulties of adapting to the demands of the school environment; (2) Identifying the perception of mentor teachers who work with beginning teachers on the activities of a quality mentorship; (3) Making correlations between the opinions of mentors and novice teachers regarding their strengths and the ability to face adaptation difficulties; The qualitative design consisted of conducting two focus groups with PD and PM. The debut period is considered the most decisive stage in a teacher's professional life. From the first day of school, PD faces the teaching reality that often differs from the perceptions of the teaching profession developed during initial training. The research shows that the teachers in the sample experienced: establishing teacher authority and self-positioning as a teacher, time management, problems with discipline in a classroom, lack of skills to develop curriculum and lesson plans, difficulties in communicating with parents. The article includes critical analysis, opinions on the contradiction at the moment between the legislation and the reality at the school level on the didactic mentoring and the PD insertion.
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Peterson, Blake E., Steven R. Williams, and Penelope H. Dunham. "Connecting Research to Teaching: Mentoring Beginning Teachers." Mathematics Teacher 91, no. 8 (November 1998): 730–34. http://dx.doi.org/10.5951/mt.91.8.0730.

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The most crucial stage in the process of becoming a teacher occurs at the very outset, during the transition from student to student teacher to novice teacher. Many people can provide vital support to the new teacher: cooperating teachers, university supervisors, instructors of methods classes, and more experienced teachers in the school can all act as mentors. What is known about the mentoring process? What is unique to mentoring mathematics teachers? In this article we hope to outline what is known and offer some guidance for those wishing to be effective mentors.
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Clandinin, D. Jean, Julie Long, Lee Schaefer, C. Aiden Downey, Pam Steeves, Eliza Pinnegar, Sue McKenzie Robblee, and Sheri Wnuk. "Early career teacher attrition: intentions of teachers beginning." Teaching Education 26, no. 1 (January 2, 2015): 1–16. http://dx.doi.org/10.1080/10476210.2014.996746.

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Sumsion, Jennifer. "Empowering Beginning Student Teachers: challenges for teacher educators." Asia-Pacific Journal of Teacher Education 24, no. 1 (March 1996): 33–46. http://dx.doi.org/10.1080/1359866960240104.

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Jian Wang, Sandra J. Odell, and Sharon A. Schwille. "Effects of Teacher Induction on Beginning Teachers' Teaching." Journal of Teacher Education 59, no. 2 (February 2008): 132–52. http://dx.doi.org/10.1177/0022487107314002.

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Davis, Barbara H., Kim A. Higdon, Virginia K. Resta, and Laura L. Latiolais. "Teacher Fellows: A Graduate Program for Beginning Teachers." Action in Teacher Education 23, no. 2 (July 2001): 43–49. http://dx.doi.org/10.1080/01626620.2001.10463063.

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Cole, Claire G. "Teachers' Attitudes before Beginning a Teacher Advisory Program." Middle School Journal 25, no. 5 (May 1994): 3–7. http://dx.doi.org/10.1080/00940771.1994.11495213.

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Dissertations / Theses on the topic "Beginning teachers"

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Stevens, Gary E. Kennedy Larry DeWitt. "Perceptions of teaching by beginning teachers an ethnographic study of beginning teachers /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311290.

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Thesis (Ed. D.)--Illinois State University, 1992.
Title from title page screen, viewed February 6, 2006. Dissertation Committee: Larry D. Kennedy (chair), G. Thomas Baer, Barbara S. Heyl, Jeanne B. Morris. Includes bibliographical references (leaves 249-265) and abstract. Also available in print.
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McCollum, Irish Phaletta. "Beginning Teachers' Perceptions of a Teacher Mentoring Program." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/152.

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The decline in teacher retention is a growing problem in the 21st century. Beginning teacher turnover rates have grown by 50% over the past decade, with the national rate increasing to over 20%. Beginning teachers entering the profession are leaving within their first 3 years, with half leaving the profession in the first 5 years. To meet their growing needs, districts and states spend billions of dollars to recruit, hire, and try to retain new teachers. The purpose of this case study was to examine beginning teachers' perceptions of their teacher mentoring program located in an urban school district. Bandura's social cognitive theory, socio-cultural theory, and Knowles's adult learning theory were used to frame this investigation. The research questions examined the extent to which beginning teachers perceived their current mentoring program's strengths and weaknesses, the mentoring strategies used, and the improvements that could be made to the program. Interview data and transcripts from 10 beginning teachers were examined through coding that established common themes among teacher perceptions. The results revealed the importance of having a mentor and the need for more structure, more collaboration, and more support in the program. The findings from this study were used to create a 3-day workshop that includes the identified themes. Implications for positive social change include strengthening mentoring programs through professional development with more attention to structure, collaboration, and support to help transition beginning teachers into the teaching profession so that they remain.
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Giacometti, Karen S. Myers. "Factors affecting job satisfaction and retention of beginning teachers /." Blacksburg, Va. : University Libraries, Virginia Polytechnic Institute and State University, 2005. http://scholar.lib.vt.edu/theses/available/etd-11152005-172907/.

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Thompson, Robert. "Appraising beginning teachers: Principals' conceptions of competence." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36575/1/36575_Digitised%20Thesis.pdf.

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The focus of this study is the phenomenon of beginning teacher competence. The teacher registration process in the Australian state of Queensland is used as a context for the study with the intention of identifying issues relevant to beginning teacher competence and appraisal. In Queensland, the competence of beginning teachers employed in state and independent schools is appraised by the school principal in the first year of teaching. Accordingly, the research investigates principals' differing conceptions of competence and determines how these impact on the processes used to appraise beginning teachers. Such a focus located within the context of local issues is used to explore important themes that are relevant to other systems of beginning teacher appraisal. The research represents an innovative approach to the study of beginning teacher competence and appraisal. An approach of this kind is a shift in paradigm from one where evidence of beginning teacher competence is seen as being incorporated in a traditional checklist appraisal system, to one where the intention is to understand competence from the perspective of principals. The selection of phenomenography as the research approach adopted for this study is based on its 'goodness of fit' and appropriateness to the object of inquiry. Phenomenography aims to describe, analyse and understand the meaningthat people ascribe to the world and how they construe significant phenomena. The central concern of phenomenographers is not with the phenomenon being investigated, nor with the people who are experiencing the phenomenon but the relation between the two. Phenomenography attempts to bring all conceptions of a phenomenon into the light and tries to describe them on equal terms, tries to understand, systematise and order them in relation to each other. In this study twenty-seven primary school principals were interviewed individually in order to identify the variation in their conceptions of competence and approaches to appraisal. Primary principals from 23 state schools, 1 special school and 3 independent schools of one provincial city and sun-ounds, in one regional area of Central Queensland, participated in the research. There were three major outcomes that emerged from this study. Firstly, the data shows that principals have different conceptions of what beginning teacher competence is, although, at the same time, it reveals that the number of qualitatively different conceptions is quite limited. Seven distinct conceptions of beginning teacher competence were identified. While all seven conceptions describe the phenomenon of beginning teacher competence, the findings of this study suggest that different principals emphasise some conceptions more than others in making their appraisals. Secondly, the study identifies five different appraisal approaches that principals report they use in making judgements regarding beginning teacher competence. Principals reveal that they use three incidental approaches to appraisal and collect data 'on the run' based on brief encounters or little incidents. The study argues that the type of results of such incidental encounters often hinges on whether a principal uses an inspectorial or collegial style of appraisal. Thirdly, it is the contention of the present study that beginning teacher competence has to be understood as a complex, dynamic interplay within and among the different conceptions of competence, approaches to appraisal and the levels of competence principals ascribe to beginning teachers. The thesis presents a relational model of competence that reflects this complex 'picture' of the phenomenon of beginning teacher competence. It is proposed that the model can be used as an alternative framework to think more deeply about the appraisal of beginning teacher competence and how it might be further developed.
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Huntly, Helen Eva, and h. huntly@cqu edu au. "Beginning Teachers' Conceptions of Competence." Central Queensland University. Education and Innovation, 2003. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050512.134448.

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The focus of this study is the phenomenon of beginning teacher competence. In Queensland, the context for the research presented here, the competence of beginning teachers is appraised by their supervisor (usually the principal) at the end of their first year of full-time employment. This appraisal is conducted on behalf of the Queensland Board of Teacher Registration and a positive outcome enables beginning teachers to achieve full teacher registration. Although there exists research suggesting that principals bring to the appraisal process their conceptions of competence, there is a dearth of knowledge about beginning teachers' conceptions of their own teaching competence. The research presented here adds to the debate about competence by including the voice of the beginning teacher. This focus, located within the context of local issues, is used to explore important themes that are relevant to other systems of beginning teacher appraisal. The selection of phenomenography as the research approach adopted for this study is based on its appropriateness to the investigation of a phenomenon such as competence. Phenomenography aims to describe, analyse and understand the ways in which people experience aspects of the world around them. The point of departure that sets apart this approach from many others, is the principle that phenomenography seeks to investigate neither the phenomenon, nor the people who experience the phenomenon, but the relation between the two. The results of a phenomenographic study are presented as a description of all of the possible conceptions that a specific group can have about a particular phenomenon. For the research presented here, eighteen beginning teachers were interviewed individually in order to identify and describe the variation in their conceptions of competence. Research participants representing State, Catholic and Independent school systems were drawn from preschools, special, primary and secondary schools of one provincial city, in one regional area of South East Queensland. Two major outcomes emerged from the research presented here. Firstly, beginning teachers were identified as experiencing competence in a number of ways. Although these conceptions were varied, their number was quite limited. Six distinct conceptions of beginning teacher competence were identified, with a further finding that individual beginning teachers were not limited to one conception, but conceived of competence in multiple ways. Because the relational nature of competence demands that it be investigated within the context in which it is experienced, this study also identified five different approaches to competence appraisal, as understood by the beginning teachers who had undergone the appraisal process. Comparisons of both conceptions of competence and approaches to appraisal were then compared to existing research in this area. This thesis presents an alternative view of competence and appraisal that may be used to further develop the process of appraisal and indeed, the professional development of beginning teachers.
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Akdag, Zeynep. "Beginning Early Childhood Education Teachers." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615312/index.pdf.

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The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching. In order to investigate this phenomenon, 16 pre-service early childhood education teachers studying at the same teacher education program were interviewed about their perceptions, expectations and concerns on their future profession immediately before their graduation. Participating teachers started to teach in public schools at different cities after their graduation. They were interviewed at the end of the first and the second semester they taught about their experiences and difficulties, and positive aspects of working in public schools. Moustakas&rsquo
s phenomenological analysis was utilized to analyze data from interviews in which beginning teachers reflected on their experiences in teacher education program and of being new teachers in public school context in Turkey. Findings have revealed that pre-service teachers were aware of many difficulties in public schools and ready to contend with those difficulties, yet some of the challenges they faced were beyond their initial anticipation. All those challenges were originated from teacher education program, Ministry of National Education&rsquo
s system itself, and local condition where beginning teachers were appointed. Suggestions for teacher education programs, Ministry of National Education, and administrators were proposed.
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Zhang, Jizhi. "Teacher Education and Beginning Teachers' Teaching Practices:An Observational Study of First-year Teachers." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195283.

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The purpose of this study was to examine whether first-year teachers' teaching practices improve across time and to identify whether school level (elementary, middle, and high) influences new teachers' teaching practices as measured by the observation instrument. Also, the study examined the relationships between first-year teachers' teaching practices, teacher education, school level, and school SES.The current research included two studies. Study One was carried out in the academic year 2003-2004, and Study Two in year 2004-2005. Both studies involved collecting teaching practices data through observations by trained researchers. Study One data were based upon observations of 113 first-year teachers and Study Two involved 139 first-year teachers. A correlational analysis was conducted to examine the relationship between first-year teachers' teaching practices and school SES. A mixed (2x3x2) Analysis of Variance model was employed to analyze how first-year teachers' teaching practices are influenced by types of teacher education, school level, and school SES.The study found that the majority of beginning teachers not only showed a desirable normative level of teaching practices, but also continued to teach at that level and made improvements as measured by the end of year teaching performance measure.Three main themes were found in this study: (1) Changes in first-year teaching practices across time were not correlated with school SES. (2) Elementary school teachers were observed to be more effective in Classroom Management practices. (3) There were significant interaction (time by teacher education and school level) effects on new teachers' teaching practices in Study Two. The results indicated that the study of teacher education requires a complex design. Different types of teacher preparation paths might suit in different contexts.
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Lavigne, Alyson Leah. "Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193771.

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Teacher attrition, particularly of beginning teachers, is concerning. Extensive research has been conducted on teacher attrition and teacher characteristics; however, less research exists on teacher retention and related teacher belief systems. This study examined the beliefs of a particular subset of teachers - teachers who have stayed in the profession in their first 3-5 years (N = 67). It explored if and how initial and current beliefs about students buffer the challenges teachers face in their entry years in the profession, if these beliefs change across time, and if these beliefs vary across grade level and school-level socioeconomic setting (SES). This study also examined a subset of teachers (n = 21) to explore how preservice teacher and classroom observation data can inform teachers’ beliefs about student learning in their first years of teaching. Results indicated that teachers’ beliefs about students become more integrated across time and demonstrate growth in expertise in teachers’ beliefs about students. Also, teachers held more positive perceptions of students over time in addition to a greater emphasis on the importance of preparation, completion, trying another way when you struggle, finishing strong, and having a plan when you are done. Grade level differences in beliefs existed in the first year, but disappeared across time. Further, no significant differences in beliefs about students across school-level SES were present as teachers entered the classroom and did not change as they adapted to these settings. The positive and more coherent beliefs that teachers held in their third, fourth, and fifth year of teaching (as compared to their first) suggest that these beliefs help them cope in their first five years in the profession.
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Jones, Thomas P. "A new beginning teacher induction program /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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Moss, Wendi A. "The impact of Black teacher mentors on White beginning teachers." Thesis, Virginia Commonwealth University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560506.

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This qualitative study used a phenomenological approach to determine the mentoring process Black mentors used when mentoring White beginning teachers. Five mentors and their six mentees were surveyed and interviewed to find how cross-race mentoring processes in an urban school district in the Commonwealth of Virginia work. Seven themes emerged from the study: (a) perceptions of the mentoring process; (b) perceptions of classroom management; (c) perceptions of school quality; (d) perceptions of urban teaching; (e) perceptions of White advantage; and (f) presence of White privilege.

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Books on the topic "Beginning teachers"

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Crowhurst, Michael, ed. Beginning Teachers. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4.

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R, Moyles Janet, ed. Beginning teaching, beginning learning in primary education. Buckingham [England]: Open University Press, 1995.

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Handbook for beginning teachers. Springfield, Ill., U.S.A: Charles C. Thomas, 1993.

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Brouch, Virginia M. Appleseeds: For beginning art teachers. Reston, VA: National Art Education Association, 1987.

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Kowalski, Theodore J. Case studies of beginning teachers. White Plains, N.Y: Longman, 1994.

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1927-, Healy Seán Desmond, and MacDonald Robert E, eds. A handbook for beginning teachers. 2nd ed. New York: Longman, 1999.

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Bennett, Tom. Not quite a teacher: Target practice for beginning teachers. London: Continuum, 2011.

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Bennett, Tom. Not quite a teacher: Target practice for beginning teachers. London: Continuum, 2011.

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Wildman, Terry M. Beginning teacher's handbook. Blacksburg, Va: College of Education, Virginia Tech., 1985., 1985.

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Tolley, H. Beginning teaching workbook 2: Beginning Initial Teacher Training. Cambridge: Chris Kingston, 1996.

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Book chapters on the topic "Beginning teachers"

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Smaller, Harry. "Beginning Teachers." In Teacher Learning and Power in the Knowledge Society, 127–41. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-973-2_7.

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Crowhurst, Michael. "Beginning Teachers Reviewing Disastrous Lessons." In Beginning Teachers, 1–11. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_1.

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Panaccio, Luke. "Critical Reflection on James Paul Gee." In Beginning Teachers, 57–62. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_10.

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Phillips, Carly. "What to Teach When You’re not Wearing Black." In Beginning Teachers, 63–69. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_11.

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Crowhurst, Michael. "Sideline – Autoethnographic Analysis." In Beginning Teachers, 71–73. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_12.

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Parkes, Charlie. "The Black Hole." In Beginning Teachers, 75–80. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_13.

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Wotherspoon, Mia. "Reflecting on Curriculum Design." In Beginning Teachers, 81–85. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_14.

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Vallence, Catherine. "The Lesson from Hell." In Beginning Teachers, 87–91. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_15.

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Wotherspoon, Mia. "Davis, Sumara and Luce-Kapler’S Engaging Minds." In Beginning Teachers, 93–99. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_16.

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Agius, Emma. "Limitations and Possibilities – A Fine Line Between Success and Chaos." In Beginning Teachers, 101–6. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_17.

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Conference papers on the topic "Beginning teachers"

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Cerkez, Elena-Beatrice. "BEGINNING TEACHERS EXPERIENCES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1691.

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Kelsch, Kristen, Joss Kiely, and Anca Matyiku. "The Vessel, the Tower, and the Ruin: Investigating Presentiments in Beginning Design." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.52.

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The Vessel, the Tower, and the Ruin was a sequence of exercises which combined rudimentary elements of an architectural education with tactics that oscillated between the impulsive provocation of hunches, to the ascetic discipline of rigorous measurement, to exploiting curiosities and flirting with collapse. We probed, at times in earnest and at times irreverently, what it might mean to vessel, to tower, and to ruin. We took this both literally, figuratively, metaphorically and everything in between, and we enlisted a motley crew of accomplices, some dignified by history, photography, and made famous by dynamite, and others of questionable constitution and architectural import. We operated under the premise that students of design, at the outset, need to engage their own curiosities, speculations, and urges within a framework that affords them a level of guidance while promoting individual freedom and initiative. Through and through the studio was laced with questions about creative agency and architecture’s participation within an expanded continuum of time, history, cultural aspirations and politics.
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Pak, Byungeun, Brent Jackson, and Jillian Cavanna. "Beginning teachers’ equitable and ambitious number talks." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-368.

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Chudy, Štefan. "The Discourse Of Professional Identity Construction Of Beginning Teachers." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.75.

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Wientjes, Greg, and Jawed Karim. "Online video repository and supportive community for beginning teachers." In the 8th iternational conference. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1599600.1599743.

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Kozina, Ekaterina. "SOCIALISATION BEYOND TEACHING: THE JOB SATISFACTION OF BEGINNING TEACHERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1387.

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Ševčíková, Jaroslava, and Jitka Plischke. "BEGINNING TEACHERS, THE IMPORTANCE AND POSSIBILITIES OF THEIR SELF-LEARNING." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1708.

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Mena, Juanjo. "COVID-19 Leverage Effect on Expert and Beginning Teachers' Resilience." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1886393.

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Červenková, Iva, Zuzana Sikorová, and Marek Václavík. "PROFESSIONAL PROBLEMS OF BEGINNING TEACHERS AND CONDITIONS OF THEIR ADAPTATION." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0685.

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Kropáč, Jiří. "The Professional Identity Construction Of The Beginning Teachers In Higher Education." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.47.

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Reports on the topic "Beginning teachers"

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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.
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2

Gagnon, Douglas, and Marybeth Mattingly. Beginning teachers are more common in rural, high-poverty, and racially diverse schools. University of New Hampshire Libraries, 2012. http://dx.doi.org/10.34051/p/2020.173.

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3

McGee, Steven, Randi McGee-Tekula, and Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, April 2017. http://dx.doi.org/10.51420/conf.2017.1.

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The Interactions curriculum and professional development program is designed to support high school teachers in their transition to the physical science Next Generation Science Standards. Through curriculum materials, an online portal for delivering the digital materials, interactive models of molecular phenomena, and educative teacher guide, teachers are able to support students in bridging the gap between macroscopic and sub-microscopic ideas in physical science by focusing on a modeling and explanation-oriented exploration of attractions and energy changes at the atomic level. During the fall semester of the 2015-16 school year, The Learning Partnership conducted a field test of Interactions with eleven teachers who implemented the curriculum across a diverse set of school districts. As part of the field test, The Learning Partnership examined the impact of teachers’ inquiry-based teaching practices on student learning and identification with the scientific enterprise. The results indicate that students had statistically significant growth in learning from the beginning to end of unit 2 and that the extent to which teachers engaged students in inquiry had a positive statistically significant influence on the growth rate and a statistically significant indirect impact on students’ identification with the scientific enterprise.
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Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4116.

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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
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Imms, Wesley, and Marian Mahat. Innovative Learning Environments and Teacher Change: Final Research Findings. University of Melbourne, November 2022. http://dx.doi.org/10.46580/124366.

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At the beginning of ILETC a clear mandate existed in government and academic conversations for these ‘innovative learning environments (ILEs) to have a primary aim of fostering students creative and critical thinking, and communicative and collaborative practices; this often was embedded in ‘21st Century Learning’ ambitions. There existed, however, a worrying paucity of quality research to act as a baseline for understanding this phenomenon. For this reason, ILETC adopted an exploratory design in seeking to document correlation between ‘good’ teacher use of ILEs and high levels of student deep learning.
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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.

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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.
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