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Journal articles on the topic 'Early career teachers'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Barnatt, Joan, Dianna Gahlsdorf Terrell, Lisa Andries D’Souza, Cindy Jong, Marilyn Cochran-Smith, Kara Mitchell Viesca, Ann Marie Gleeson, Patrick McQuillan, and Karen Shakman. "Interpreting Early Career Trajectories." Educational Policy 31, no. 7 (January 12, 2016): 992–1032. http://dx.doi.org/10.1177/0895904815625286.

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Career decisions of four teachers are explored through the concept of figured worlds in this qualitative, longitudinal case study. Participants were purposefully chosen for similarity at entry, with a range of career trajectories over time. Teacher career paths included remaining in one school, repeated changes in schools, attrition after relocation, and non-renewal of contract. Data included interviews, observations, participants’ assessments, and pupils’ work. Cross-case analysis suggests that no single teacher attribute or workplace condition determined teachers’ career decisions; rather, teachers’ ability to refigure their identity within the figured world of teaching shaped career trajectory. Key factors such as ability to address disequilibrium, teacher identity, agency, and collaborative capacity are examined. Implications call for pre-service preparation and professional development to navigate cultures of schools, amended administrative involvement in teacher retention, and policy reform acknowledging the complexity of teachers’ figured worlds.
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Walker, Matt, and Suzanne Straw. "Keeping your early career teachers." SecEd 2019, no. 14 (September 1, 2019): 18–19. http://dx.doi.org/10.12968/sece.2019.14.18.

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Amid the challenges of teacher recruitment, the retention of early career teachers has become even more crucial for schools. Matt Walker and Suzanne Straw consider how the teaching profession can effectively support and retain early career teachers
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Flory, Sara Barnard. "Early Career Experiences of Physical Education Teachers in Urban Schools." Journal of Teaching in Physical Education 34, no. 4 (October 2015): 661–79. http://dx.doi.org/10.1123/jtpe.2014-0109.

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The purpose of this study was to examine the early career experiences of three physical education (PE) teachers who taught in urban charter schools. Using cultural relevance theory, three early career PE teachers were observed and interviewed for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged from the data: the mechanisms of school support, and achieving ‘insider’ versus ‘outsider’ status during teachers’ early careers. These findings highlight the challenges that early career PE teachers face in urban schools, and demonstrate how being a culturally relevant teacher can improve teaching in physical education.
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Challinor, Kurt, Joan Lancaster, and Richard Rymarz. "‘And Now I’m Teaching in a Catholic School’ – The Experiences of Early Career Teachers (ECT) in Lismore Catholic Schools and What Can Be Learned to Support Their Formation: A Preliminary Study." Paedagogia Christiana 49, no. 1 (January 15, 2023): 121–43. http://dx.doi.org/10.12775/pch.2022.007.

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This study is a preliminary investigation of early career teachers (ECT) working in Catholic schools in a large regional Australian diocese. The key aim of the study is to better understand the factors influencing early career teachers, who begin their teaching careers in Catholic schools, and to apprehend their early experiences as teachers to cater for their continuous formation needs. Key findings identify the openness of ECTs to faith-based experiences and the challenges faced in teaching in a Catholic school. Recommendations for early career teacher support and formation are provided considering the findings of this study
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Quartz, Karen Hunter, Andrew Thomas, Lauren Anderson, Katherine Masyn, Kimberly Barraza Lyons, and Brad Olsen. "Careers in Motion: A Longitudinal Retention Study of Role Changing among Early-Career Urban Educators." Teachers College Record: The Voice of Scholarship in Education 110, no. 1 (January 2008): 218–50. http://dx.doi.org/10.1177/016146810811000102.

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Background/Context Teacher retention, especially of qualified teachers within high-poverty schools, is an issue of local, national, and international concern. School staffing research has typically examined two groups: those who remain in full-time classroom teaching versus those who quit teaching altogether. This article complicates the teacher staffing picture and adds a third category of attrition: role changing, which is the phenomenon of teachers shifting into nonteaching professional roles in the field of education. Purpose We asked what proportion of teacher career movement within our sample was attributable to leaving teaching versus role changing. Further, we wanted to know the influence of race/ethnicity, gender, credential type, and age on role-changing patterns. Research Design To deepen our understanding of teacher career patterns, we conducted a 6-year longitudinal study that involved collecting survey data on teacher career movement, school experiences, and attitudes from 838 well-prepared urban educators in their first through eighth career year. These educators had all completed master's degrees in the teacher education program of a high-status urban public university and all began their careers as teachers. After collecting the data, we documented and diagrammed career patterns. In addition, we analyzed the influence of select time invariant covariates on the hazard probabilities of both role changing and leaving education. Findings/Results The study found that not only did teachers move into a variety of non-teaching roles within the field of education, but they also followed diverse career “pathways” along the way. Survival analysis substantiated prior research showing that Latino teachers have lower attrition rates from the field of education compared with White teachers, but this effect disappeared for role changing with the field. In terms of gender, the men in our population were less likely to leave education entirely than women but more likely to leave teaching for a role change in career years 3–8. Teachers with single-subject (secondary) credentials were more likely than their colleagues who held multiple-subject (elementary) credentials to leave teaching for a role change in education. Conclusions/Recommendations Set within the framework of teacher professionalism, we argue that role changing is a form of sanctioned attrition and that understanding movement among roles within the educational workforce is essential for crafting policies and incentives to keep well-prepared teachers rooted in careers that serve the nation's most under-served students.
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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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7

Murray-Orr, Anne, and Jennifer Mitton-Kukner. "Early Career Teachers’ Evolving Content-Area Literacy Practices." in education 23, no. 2 (December 21, 2017): 71–86. http://dx.doi.org/10.37119/ojs2017.v23i2.340.

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Becoming effective teachers is dependent upon a variety of factors intersecting with early career teachers’ beginning teaching experiences. This paper provides a glimpse into ways in which four early career secondary school teachers began to embed literacies into their teaching practices in content areas and how their approaches shifted between the final term of their teacher education program in 2013 and their first year of teaching in 2014. The authors explore three factors that may shape the practices of early career teachers, with disciplinary specialties in science, math, social studies, and other content areas, as they persist in infusing their teaching practice with literacy strategies over the first year of teaching, or alternatively discontinue using these strategies. These factors are coursework in a Literacy in the Content Areas course during their teacher education program, teaching context, and disciplinary specialty.Keywords: early-career teachers; secondary teachers; content-area literacy; disciplinary literacy; pedagogical content knowledge
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8

Flory, Sara B., and Nate McCaughtry. "The Influences of Pre-Professional Socialization on Early Career Physical Educators." Journal of Teaching in Physical Education 33, no. 1 (January 2014): 93–111. http://dx.doi.org/10.1123/jtpe.2013-0089.

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The purpose of this study was to examine how three PE teachers’ personal biographies before their formal teacher education programs influenced their early careers in urban schools. Using occupational socialization theory and cultural relevance theory, we conducted in-depth interviews and observed early career physical education teachers who did not grow up in urban communities for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged as influential in the teachers’ successes and struggles in urban schools, including their exposure to diversity, and family views of culture. These findings suggest that the pre-professional socialization experiences of teachers also include the development of cultural templates, biases, and values, and that many teachers may not accurately or critically reflect on their teaching practices. Further research should examine how PETE programs prepare middle-class teacher candidates for diverse schools.
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Raju Pamu, Mohan. "Early career teachers' quit intentions: implications for teacher education." International Journal of Educational Management 24, no. 6 (August 17, 2010): 478–91. http://dx.doi.org/10.1108/09513541011067665.

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Leslie, Brian Henry, Mark Breslin, Julie Harvie, and Evelyn McLaren. "Enhancing the agency of early career academics." Journal of Perspectives in Applied Academic Practice 9, no. 3 (January 21, 2022): 32–40. http://dx.doi.org/10.14297/jpaap.v9i3.469.

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This article explores the lived experiences of four early career academics transitioning from school educators (within the primary and secondary sectors) to lecturers in initial teacher education in a United Kingdom Higher Education institution. These early career academics were established teachers with strong practitioner identities within their field of education and experienced in reflective practice. The concept of agency is firstly explored, and an ecological model presented and used as a framework in this study. A collaborative autoethnographic methodological approach is used to structure personal and professional reflections in order to gain an insight into the evolving identities of the early career academics as they embrace and develop new careers within Higher Education as lecturers. Factors emerge which have both hindered and enhanced agency and this paper sets out some recommendations for change. It is hoped that Higher Education establishments may find these findings useful to consider when inducting new staff and helping them develop and flourish in the early stages of their academic careers.
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Cameron, David, and Anna Grant. "The role of mentoring in early career physics teachers’ professional identity construction." International Journal of Mentoring and Coaching in Education 6, no. 2 (June 5, 2017): 128–42. http://dx.doi.org/10.1108/ijmce-01-2017-0003.

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Purpose The purpose of this paper is to explore the ways in which external subject-specific mentoring can influence the professional identity construction of early career physics teachers (ECPT). Design/methodology/approach The methodology evolved from the evaluation of a mentoring project, involving semi-structured interviews with a number of early career teachers. Responses from 18 teachers, which related to the impact of the mentoring relationship on their professional identity development, were subject to a process of iterative thematic coding in the context of interpretative repertoires via a collaborative “developmental dialogue” between the managers of the mentoring project and its external evaluators. Findings The analysis of participants’ responses suggested that the nature of the relationship between early career teacher and mentor played a role in the emergence, or suppression, of their professional identities as physics teachers at the start of their teaching careers. In some cases, mentoring provision was little short of a “lifeline” for the teachers. Practical implications Mentors need the opportunity to develop their professional practice and identity through contact with the community of teacher educators. The practice of training, mentoring and coaching teachers should be valued at least as much as teaching itself and should be recognised as its own professional practice. Originality/value This study builds on a number of well-established pieces of research and concepts relating to the challenges facing early career teachers and their professional identity construction. It provides insight into the challenges facing ECPTs specifically, which includes the risk of isolation and unrealistic expectations from colleagues. It not only confirms the merits of external mentoring, but also demonstrates the significant responsibility, which comes with the mentor’s role and the negative impact on teachers’ professional identity construction caused by deficiencies in mentoring.
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Chávez, Óscar. "Tool Kit for Early-Career Teachers." Mathematics Teacher 112, no. 3 (November 2018): 164. http://dx.doi.org/10.5951/mathteacher.112.3.0164.

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You are a new teacher. You are excited, but also more than a little intimidated. What to do? What should be your priorities as a novice teacher? Of course, you cannot do it all, but where do you start? All of us who have taught mathematics have had a similar experience. And none of us can say that we know everything we should know about teaching.
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Falk, Beverly. "Early Career Teachers: Dilemmas and Challenges." New Educator 9, no. 2 (April 2013): 95–97. http://dx.doi.org/10.1080/1547688x.2013.789383.

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Dempsey, Ian, Michael Arthur-Kelly, and Breda Carty. "Mentoring Early Career Special Education Teachers." Australian Journal of Education 53, no. 3 (November 2009): 294–305. http://dx.doi.org/10.1177/000494410905300307.

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For some time, special education has been plagued by shortages of qualified teaching staff and by high turnover rates for these staff. While several factors—external, employment and personal—are largely responsible for this situation, the research demonstrates that the initial professional experiences of early career teachers are closely associated with their longevity in the field. This paper reviews the literature on mentoring support for beginning teachers, mentoring models and the use of information technologies in mentoring support. The paper concludes with recommendations for methods of support for Australian early career special-education teachers.
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Lovett, Susan, and Marie Cameron. "Schools as professional learning communities for early‐career teachers: how do early‐career teachers rate them?" Teacher Development 15, no. 1 (February 2011): 87–104. http://dx.doi.org/10.1080/13664530.2011.555226.

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Hume, Anne, Chris Earnes, and John Williams. "The benefits of collaborative Content Representation (CoRe) design with experts for early career secondary teachers in science and technology." Set: Research Information for Teachers, no. 2 (August 1, 2013): 35–43. http://dx.doi.org/10.18296/set.0349.

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This article reports on a study, funded by the Teaching and Learning Research Initiative (TLRI), which addressed the key area of early career teacher education. The study researched the construction and use of a CoRe (Content Representation) as a planning tool to develop the professional knowledge bases of early career secondary teachers in science and technology. The study was designed to examine whether a CoRe, co-designed by a team of early career teachers and content and teaching specialists, can support and accelerate the professional learning of early career science and technology secondary teachers, and enhance student learning outcomes in schools.
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Mahmud, Yogi Saputra. "INVESTIGATING EARLY-CAREER TEACHERS’ ADAPTATION CHALLENGES: A CASE OF INDONESIAN EFL TEACHERS." PROJECT (Professional Journal of English Education) 3, no. 3 (May 23, 2020): 367. http://dx.doi.org/10.22460/project.v3i3.p367-378.

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Teacher professional development has recently become a central focus in the Indonesian context, particularly after the implementation of the post-bachelor teacher professional education program or Pendidikan Profesi Guru (PPG) for both pre-service and in-service EFL teachers in 2013. However, studies reveal that the transition from teacher education programs to the initial teaching career at schools has been described as a challenging phase. Despite the growing attention of scholars in exploring beginning teachers’ challenges, studies focusing on the early-career Indonesian EFL teachers, particularly those who just completed the PPG program, are considered limited. Therefore, drawing on a qualitative case study with two beginning Indonesian secondary EFL teachers, this study aims to unravel the challenges during their first-year teaching experience at school after completing the PPG program. By thematically analysing the semi-structured interviews, this study indicated that the teachers experienced four significant challenges: 1) pedagogical (classroom management, lack of teaching resources, test-based learning atmosphere), 2) professional (complex self-identification), 3) social (maintaining rapport with senior teachers), and 4) personal (mood management). Despite having been trained professionally through the PPG program, the result suggested that the beginning teachers still faced considerable challenges during their initial endeavour as an English teacher at school. Pedagogical implications are discussed in terms of the need for continuous professional development for the newly certified teachers during their initial career at schools.
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I., Crystal, Leigh McLean, Kristen L., Paul Espinoza, and Ashley M. "Preliminary Investigation of Teachers’ Emotional Exhaustion, Teaching Efficacy, Hope, and Colleague Support during the COVID-19 Pandemic." European Journal of Psychology and Educational Research 5, no. 2 (December 15, 2022): 115–26. http://dx.doi.org/10.12973/ejper.5.2.115.

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<p style="text-align: justify;">The COVID-19 pandemic required teachers to quickly adapt to changes in teaching likely impacting teachers’ emotional exhaustion and feelings of teaching efficacy. Further, teachers’ experience in the classroom may have shaped how they responded to the crisis and changes. Although teachers faced these unprecedented shifts, it is possible that both internal (i.e., hope) and external (i.e., social support) sources of support may act as promotive factors for teacher outcomes. The present study describes how teachers’ emotional exhaustion, teaching self-efficacy, and supports (hope and colleague) were associated with one another one year into the pandemic. Associations were compared across early-/mid-career and veteran teachers. Results showed higher emotional exhaustion and lower hope for early-/mid-career teachers compared to veteran teachers, and a negative relation between emotional exhaustion and hope for early-/mid-career teachers. Pre-pandemic emotional exhaustion predicted hope during the pandemic for all teachers. Implications include supporting teacher well-being and career longevity considering acute stress.</p>
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Boyd, Wendy, and Linda Newman. "Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree." Australasian Journal of Early Childhood 44, no. 1 (March 2019): 19–31. http://dx.doi.org/10.1177/1836939119841456.

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There is well-established evidence that the quality of early childhood education workforce impacts upon children’s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate model. Our study’s focus was to identify reasons for entering a teacher education programme, career intentions and satisfaction of pre-service teachers enrolled in early childhood/primary degree programmes at two Australian universities. Findings demonstrate that the degrees were not fulfilling the government investment goals for increasing early childhood teacher numbers, nor were the degrees meeting student expectation for an early childhood teaching career. We argue that renewed policy strategies are required to support new early childhood graduates and professionals, and attract teachers to work in early childhood education.
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Purdy, Roger. "Some early career TLC." SecEd 2019, no. 15 (October 1, 2019): 16. http://dx.doi.org/10.12968/sece.2019.15.16.

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Law-Davis, Sharon. "Early Childhood Teachers’ Confidence to Teach Religious Education and the Influences Which Impact Their Teaching of Religious Education in Catholic Primary Schools." Religions 14, no. 2 (February 2, 2023): 198. http://dx.doi.org/10.3390/rel14020198.

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This article reports findings from a study that examines the factors which influence early childhood and care (ECEC) early career teachers’ confidence in teaching Religious Education (RE) and how it impacts their teaching of RE in Catholic primary schools in Western Australia. Teachers’ confidence is a teacher’s belief in their ability to accomplish a goal and refers to strength of belief. Research in this area has shown that confidence is correlated with the sense of teaching efficacy and responsibility for student learning. Whilst there has been some research into teacher confidence, there has been insufficient research into early childhood teachers’ confidence to teach RE in Catholic schools in an Australian context. Literature supports the notion that if early childhood teachers have a strong teacher confidence for a subject, they are more motivated to teach the subject and this has a positive correlation with positive student outcomes. The epistemological approach underpinning the research is constructivist in nature; therefore, it is based on understanding the constructed realities of what humans know of the world and themselves as produced by communications and systems of meaning. Three case studies follow teachers from their early career to second-year experience in Catholic schools. This study investigates support structures and aspects that contribute to teacher confidence in the teaching of RE. The main themes identified by the data that contributed to confidence or lack of confidence included training, family and religious backgrounds, teaching and learning, mentoring and support in the first year of teaching. The implications of the results for pre-service teacher training and support for graduate teachers are discussed and some suggestions are offered about the courses provided by universities and what schools and education systems can do to support early career teachers to teach RE effectively in Catholic schools.
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De Jong, David, and Ayana Campoli. "Curricular coaches’ impact on retention for early-career elementary teachers in the USA." International Journal of Mentoring and Coaching in Education 7, no. 2 (June 4, 2018): 191–200. http://dx.doi.org/10.1108/ijmce-09-2017-0064.

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Purpose Researchers have found that curricular coaches have had an impact on student achievement by supporting classroom teachers in providing high-quality instruction. However, few studies examine the association between curricular coaches and teacher retention, especially in urban areas. Given the high cost of teacher turnover and the high percentage of early-career teachers who leave the profession each year, the purpose of this paper is to investigate whether the presence of curricular coaches in elementary schools reduces turnover among early-career teachers. Design/methodology/approach In this study, the authors analyzed the observational data from the 2007-2008 Schools and Staffing Survey (SASS). The SASS is a nationally representative cross-sectional survey that has been administered repeatedly to public and private kindergarten through 12th-grade teachers in the USA approximately every four years by the National Center for Education Statistics and the US Census Bureau. Findings The authors found that the presence of a curricular coach was associated with a substantial reduction in early-career teacher turnover. This finding suggests that curricular coaches could be a particular benefit to urban schools. Research limitations/implications This study was national in scope; therefore, it does not examine causes of attrition specific to local contexts. Practical implications Curricular coaches may indirectly save urban school districts thousands of dollars because of their impact on reducing early-career teacher attrition. Social implications In this study, the authors found a statistically significant and practically meaningful association between the presence of curricular coaches in schools and the retention of elementary teachers, especially in urban areas. Originality/value The model predicted that among early-career teachers, teachers in schools without curricular coaches are approximately twice as likely to leave the profession the next year compared to teachers in schools with curricular coaches.
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Girotto Júnior, Gildo, and Carmen Fernandez. "FOLLOWING EARLY CAREER CHEMISTRY TEACHERS: THE DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE FROM PRE-SERVICE TO A PROFESSIONAL TEACHER." Problems of Education in the 21st Century 55, no. 1 (July 10, 2013): 57–73. http://dx.doi.org/10.33225/pec/13.55.57.

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In this study the aim was to investigate the development of Pedagogical Content Knowledge (PCK) of early career chemistry teachers. Two pre-service chemistry teachers were followed during a one-semester course and after a three-year period as formal high school teachers. The data involved teachers´ writings, recordings of lessons and reflections during the course. After three years, the same content lessons in an actual school environment were videotaped. The teachers were then interviewed using the videotapes for stimulated recall. The instruments Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eR´s) were used to document and to describe teachers’ PCK. Analysis of discursive interaction patterns was performed during lessons. Data analysis was based on the components of teacher knowledge as described in the Morine-Dershimer Model. The development of PCK was enhanced during the pre-service teacher education through the experiences of planning and conducting interventions in the classroom and particularly during the reflection-on-action activities. Results after three years of professional experience revealed an improvement in these teachers’ PCK and highlighted the central role of the reflection process and practical experience. From the analysis carried out, it emphasized the need to act in these early years of professional experience through collaborative groups, supporting the reflection process and aiming to contribute more directly to the development of teachers' PCK. Key words: pedagogical content knowledge, teacher's knowledge, teacher’s professional development.
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Huber, Janice, Joanne Farmer, Nathalie Reid, Claire Desrochers, and Sue Mckenzie-Roblee. "The Potential of Familial and School Curriculum-Making Worlds in Teacher Education." Articles 51, no. 3 (May 2, 2017): 1037–59. http://dx.doi.org/10.7202/1039627ar.

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Diversity, equity, and justice are vital focuses in teacher education programs and research. Yet, studies show that as children and families interact with schools their lives are often ignored, silenced, or used to define them as deficit. This paper inquires into the interactions between early career teachers, children, and families. Using a semi-structured interview protocol, we explored the personal and professional situations 20 early career teachers described as shaping the knowledge they draw on in their interactions with families. Thinking narratively with the stories shared by one teacher, we explore the potential of familial and school curriculum-making worlds in teacher education and ways these understandings may open spaces and conversations that strengthen the interactions between early career teachers and families.
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Jang, Hyeon Ki, and heeyeong Lee. "Path Analysis among Optimism, Grit, and Career Decision in Pre-service Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (September 30, 2022): 609–20. http://dx.doi.org/10.22251/jlcci.2022.22.18.609.

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Objectives The purpose of this study is to confirm the mediating effects of grit after examining a path relationship among optimism, grit, and career decision in pre-service early childhood teachers. Methods To this end, the questionnaire survey was conducted targeting 234 pre-service early childhood teachers in B region. The questionnaires that were widely distributed to these people were 280 copies. What was finally collected included 245 copies. Excluding insincere answers among the rest, the analysis subjects corresponded to 234 copies. The gathered materials were carried out the frequency, percentage, path analysis, and mediation effect analysis by using SPSS 26.0 and AMOS. 26.0. Results The research results are as follows. First, the higher optimism in pre-service early childhood teachers led even to the higher career decision. Second, the higher optimism in pre-service early childhood teachers led to the higher persistence as well. Third, the higher grit in pre-service early childhood teachers led to the higher career decision in the same manner. Fourth, in the relationship between optimism and career decision in pre-service early childhood teachers, the grit was verified to have a partial mediating effect. Conclusions It is considered to be likely helpful for the employment and the career decision in pre-service early childhood teachers given providing the educational environment and the teacher education curriculum so that the career decision level in pre-service early childhood teachers can be heightened and so that the optimism and grit can be fostered.
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Xavier, Caroline Ferreira Leal, and Lúcia Gracia Ferreira. "The difficulties faced by the teachers of child education in the beginning of career." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 1, no. 1 (December 30, 2020): e11757. http://dx.doi.org/10.20952/jrks1111757.

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The beginning of the teaching career is always a period full of yearnings. The entry into the teaching profession, in a changing society, is difficult, conflicting and sometimes frustrating, and can provoke an identity crisis. For these issues, the present work focuses on the theme: The difficulties faced by teachers at the beginning of their careers. Thus, we tried to build this work based on the questioning: what are the difficulties encountered by early childhood education teachers? The objective of this study was to identify and analyze the difficulties faced by early childhood teachers in Early Childhood Education and, in a specific way, the objective was to know the theoretical conceptions about the beginning of a teaching career; Identify the profile of Early Childhood teachers at the beginning of their careers; To find the main difficulties faced by these subjects and how they deal with them. The work was done from a qualitative research carried out in the municipality of Itapetinga-BA with four early childhood education teachers. With the study, it can be concluded that the difficulties encountered by teachers at the beginning of their careers are real and real and they make them feel unprotected and disenchanted with the teaching career, and that the training is insufficient to face such difficulties, but Serves to make them find strategies to solve adverse situations.
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Almeida, Rafael, and Ruy Cesar Pietropaolo. "Early-Career Mathematics Teachers’ Knowledge in the Multiplicative Conceptual Field." Acta Scientiae 24, no. 2 (April 25, 2022): 179–211. http://dx.doi.org/10.17648/acta.scientiae.6737.

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Background: Operations with natural numbers are highlighted in the first five years of elementary school, according to the prescribed and practised curricula. According to the recently prescribed curricula, the mathematics teacher should return to this theme in the 6th grade so that the students consolidate and expand this knowledge. This fact can constitute a great challenge for the teacher who may not have had adequate training to teach it, ignoring the work done in the initial years. Objectives: to investigate mathematics teachers’ didactic and curriculum knowledge about teaching problems involving multiplication and division - the multiplicative conceptual field, according to the National Curriculum Parameters and Vergnaud. Design: the principles of a qualitative study carried out with five mathematics beginning teachers, ex-scholarship holders of the Institutional Scholarship for Teaching Initiation Program (Pibid) of the Degree in Mathematics at the Federal University of Sergipe. Data collection and analysis: Data collection took place through interviews and protocols answered by teachers during the interviews; regarding beginning teachers, the study had as theoretical references the works of Huberman and Garcia and that of Ball, Thames, and Phelps about the necessary teachers’ knowledge for teaching. Results: It was possible to conclude that the teachers in the process of teaching the multiplicative conceptual field did not master the didactic knowledge essential for teaching operations. Therefore, it is necessary to expand the teachers’ knowledge base for teaching operations.
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Siddiqui, Nadia, and Sadia Shaukat. "Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools." Education Sciences 11, no. 7 (July 16, 2021): 358. http://dx.doi.org/10.3390/educsci11070358.

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Understanding the determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention, and fair allocation of teachers. The teacher transfer policy implemented in Punjab, Pakistan, is intended to address corruption and a fair allocation of teachers in public schools. However, the policy has implications for teacher mobility. This paper presents survey findings on teacher mobility patterns in public schools in Punjab, Pakistan, examining the extent and determinants of mobility in comparison with teachers in private schools. In the survey, 1002 in-service teachers participated, and 46% reported changing school at least once during their teaching career. The findings show that teachers who changed schools in their early career, with an average of two years of teaching experience, gained higher salary benefits by changing schools compared to experienced teachers, with an average of 14 years of teaching experience, who never changed schools. In comparison with early career teachers, experienced teachers who never changed school had lower salaries but higher satisfaction with life in general and with the school as their workplace. The most common reasons for changing school were lack of teaching resources, difficulty in commuting to school, unmanageable student–teacher ratio, and no chance of promotion in their teaching career. Teacher mobility was slightly higher in public schools compared to private schools, despite implementation of a merit-based transfer policy. A binary logistic regression model was constructed with the outcome of teacher mobility (or not), with a base figure of 54%. By adding gender, marital status, school type, length of teaching experience, and teachers’ satisfaction, the model increased correct predictions to 62%. Teacher salary and teaching workload did not explain any variation in the model. These findings have implications for teacher transfer policy in public schools and lessons for private schools to retain teachers by offering longer contracts and reliable pension schemes. Policymakers must consider facilitating teachers’ satisfaction with their workplace, particularly by making public schools in rural areas attractive places for the retention of teachers in early career phases.
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Falk, Beverly. "Early Career Teachers: Possibilities for Professional Learning." New Educator 10, no. 3 (July 3, 2014): 163–65. http://dx.doi.org/10.1080/1547688x.2014.925729.

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Noble, Karen, and Kym Macfarlane. "Romance or Reality?: Examining Burnout in early Childhood Teachers." Australasian Journal of Early Childhood 30, no. 3 (September 2005): 53–58. http://dx.doi.org/10.1177/183693910503000309.

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Relatively high rates of teacher attrition have been consistently identified as a major issue for the teaching profession over several decades. As a result, there has been a growing interest in the wellbeing of teachers across the entire education sector. Recent research by Noble, Goddard and O'Brien (2003) has found that early childhood teachers, on average, maintained significantly lower burnout levels than did other teachers over their first year of service. However, at the beginning of their second year of service early childhood teachers reported significant increases in burnout, in comparison to primary and secondary school teachers who reported more gradual and consistent increases over the initial stages of their careers. The authors of this paper explore these significant statistics and call for further research to be conducted into how early career burnout develops in early childhood teachers. Such an exploration may assist in the reduction of burnout across the early childhood education and care (ECEC) sector.
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Redding, Christopher, and Gary T. Henry. "Leaving School Early: An Examination of Novice Teachers’ Within- and End-of-Year Turnover." American Educational Research Journal 56, no. 1 (August 12, 2018): 204–36. http://dx.doi.org/10.3102/0002831218790542.

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Most prior research measures teacher turnover as an annual event, but teachers actually leave their positions throughout the school year. We use data from North Carolina to measure teacher turnover monthly throughout the entire year and conduct an analysis of their persistence to examine the differences in early career teacher turnover. Annually, 6% of early career teachers turn over during the school year. Teachers trained in traditional, university-based programs are most likely to move schools, and alternate entry and out-of-state prepared teachers are more likely to leave teaching, both during and at the end of the school year. We discuss the implications within-year turnover has on creating disruptive learning environments, particularly in underserved schools.
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Schaefer, Lee, and D. Jean Clandinin. "Stories of Sustaining: A Narrative Inquiry Into the Experiences of Two Beginning Teachers." LEARNing Landscapes 4, no. 2 (April 2, 2011): 275–95. http://dx.doi.org/10.36510/learnland.v4i2.400.

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Attending to early career teacher attrition as a problem of identity shaping and shifting enabled this narrative inquiry into two beginning teachers’ experiences. We first created a fictionalized survey to show how their experiences could fit neatly into the dominant narratives of early career attrition. We then composed narrative accounts to show each participant’s uniqueness. Seeing beginning teacher attrition through this lens allowed us to become attentive to sustaining moments in these teachers’ lives.
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Kutsyuruba, Benjamin, Keith Walker, Maha Al Makhamreh, and Rebecca Stroud Stasel. "Attrition, Retention, and Development of Early Career Teachers: Pan-Canadian Narratives." in education 24, no. 1 (June 21, 2018): 43–71. http://dx.doi.org/10.37119/ojs2018.v24i1.376.

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Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers’ retention. This article details the stories from our interview participants (N=36) in relation to what their lived experiences were during their first years of teaching and how they dealt with the requirements, expectations, and challenges. Their narratives were analyzed through the lenses of early career teacher attrition, retention, and development. Our findings showed that despite geographic, contextual and policy differences, there were striking similarities in teachers’ lived experiences and in the impact of these experiences on their decisions to stay or leave and predispositions towards personal and professional development as teachers.
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Eom, Se Jin, and Hae Jung Lee. "The Effects of Empathy on Motivations for Choosing Teaching as a Career of Pre-Service Early Childhood Teachers: Mediating Effect of Passion." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 3 (February 15, 2023): 111–24. http://dx.doi.org/10.22251/jlcci.2023.23.3.111.

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Objectives The purpose of this study was to examine the relationships among empathy, motivations for choosing teaching as a career, and passion of pre-service early childhood teachers. Methods The study participants were 307 pre-service early childhood teachers in the department of early childhood education in junior colleges in the city of P. They responded to a set of questionnaires measuring empathy, motivations for choosing teaching as a career, and passion. The results of this study were as follows. Results In the relationship among empathy, motivation for choosing teaching as a career, and passion, those with high levels of passion showed high levels of motivations for choosing as a career and empathy, and those with high levels of empathy showed increasing motivations for teaching as a career. Conclusions The results of this study implies that pre-service early childhood teachers needed to be educated with the coursework including promotion program of empathy and passion in their teacher training program in order to improve their motivations for teaching as a career.
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Downey, C. Aiden, Lee Schaefer, and D. Jean Clandinin. "Commentary: Shifting Teacher Education From "Skilling Up" to Sustaining Beginning Teachers." LEARNing Landscapes 8, no. 1 (August 1, 2014): 15–20. http://dx.doi.org/10.36510/learnland.v8i1.669.

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Early career teacher attrition is a serious concern. While the problem is usually seen as one of skilling up new teachers, based on a two-year study with 50 early career teachers, we suggest the importance of attending to what sustains them. While beginning teachers need knowledge and skills, they also need places that allow them to continue to live out their stories to live by, identity stories that encompass both who they are and are becoming as teachers and as people. Attending to stories to live by means we attend to teacher knowledge, knowledge shaped in, and expressed in, both personal and professional knowledge landscapes.
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Cells, Paticia, Lou L. Sabina, Deb Touchton, Rajni Shankar-Brown, and Kiara L. Sabina. "Addressing Teacher Retention within the First Three to Five Years of Employment." Athens Journal of Education 10, no. 2 (February 13, 2022): 345–64. http://dx.doi.org/10.30958/aje.10-2-9.

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Teachers’ perceptions of long-term career success are largely related to the levels of support they receive early on in their careers. This study on teacher retention and the factors that influence teacher choice to remain in the field after the first five years of employment, examined three schools of varying demographics and socioeconomic status in a large public school district in Central Florida. Participants interviewed were in the first three to five years of their teaching career. Information derived from each interview was used to determine trends and factors that influence teacher retention and attrition. The main finding was that when teachers feel supported through professional development, time for collaboration with colleagues, and autonomy, they are more likely to remain in the teaching profession. Keywords: teacher retention, elementary schools, teacher recruitment, principal leadership, organizational systems in schools
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Redding, Christopher, and Thomas M. Smith. "Supporting Early Career Alternatively Certified Teachers: Evidence from the Beginning Teacher Longitudinal Survey." Teachers College Record: The Voice of Scholarship in Education 121, no. 11 (November 2019): 1–32. http://dx.doi.org/10.1177/016146811912101107.

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Background Alternatively certified (AC) teachers have generally been found to turn over at higher rates than traditionally certified (TC) teachers. These higher turnover rates are generally attributed to lower levels of preparedness and less of a commitment to remain in teaching than TC teachers, both of which may be compounded by AC teachers’ increased likelihood of beginning their career in schools that enroll traditionally underserved students. Purpose Our goal is to better understand the early career professional learning opportunities of AC teachers. We consider the ways in which in-service organizational supports such as mentoring, collaboration with one's peers, and professional development compensate for alternative certification teachers’ reduced levels of pre-service training. Research Design We conduct a secondary analysis of data from the Beginning Teacher Longitudinal Survey (BTLS). BTLS is a nationally representative survey of the cohort of new teachers who began their career in the 2007–2008 school year. Teachers were surveyed annually for their first five years in the teaching profession. We draw on data regarding teachers’ entry pathway, feelings of preparedness, organizational supports, and turnover (i.e., leaving teaching or moving schools). Data Analysis We first describe differences in self-reported preparedness, commitment to remain in teaching, and use of in-service organizational supports across beginning teachers across different entry pathways. We then conduct discrete time survival analysis to (1) understand differences in the timing of turnover rates across entry pathways and (2) examine the role induction supports play in improving AC teacher retention. Findings We show that AC teachers enter teaching feeling less prepared and, with the exception of mentoring, receive no additional support in their first year of teaching compared to TC teachers. Although we observe a 10-percentage point gap in the turnover between early career AC and TC teachers is, this gap is, in large part, explained by observable teacher and school characteristics. We show some evidence that AC teachers differentially benefit from extra classroom assistance, quality of mentor feedback, and content professional development, which were all associated with lower odds of leaving teaching. Conclusions Our findings suggest that schools and districts could do more to target induction supports for novice AC teachers. Given that AC teachers receive most of their training once they begin teaching, alternative certification programs, schools, and districts can customize supports for AC teachers to fit the needs of their local context.
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Campbell, Patricia F., Masako Nishio, Toni M. Smith, Lawrence M. Clark, Darcy L. Conant, Amber H. Rust, Jill Neumayer DePiper, Toya Jones Frank, Matthew J. Griffin, and Youyoung Choi. "The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement." Journal for Research in Mathematics Education 45, no. 4 (July 2014): 419–59. http://dx.doi.org/10.5951/jresematheduc.45.4.0419.

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This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.
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Perrone, Frank, Daniel Player, and Peter Youngs. "Administrative Climate, Early Career Teacher Burnout, and Turnover." Journal of School Leadership 29, no. 3 (March 14, 2019): 191–209. http://dx.doi.org/10.1177/1052684619836823.

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Teacher burnout and turnover are known to be especially high for early career teachers (ECTs). However, the link between teacher burnout and turnover has received little attention in the current age of accountability. This study investigates how administrative climate is related to ECT burnout and subsequent career decisions using data from Michigan Indiana ECT Study participants ( n = 184). Results from linear regressions show that higher measures of administrative climate are strongly associated with lower levels of burnout. Subsequent logit models reveal that higher burnout, in turn, predicted ECT turnover while administrative climate surprisingly did not. These findings may lead to a better understanding of school leadership’s established role as a top determinant of teacher mobility.
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Carver, Mark. "Survey Methods to Identify Risk of Attrition: Measures of Career Intention and Regret." Education Sciences 11, no. 10 (October 9, 2021): 617. http://dx.doi.org/10.3390/educsci11100617.

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The common measure of teacher retention as snapshots of those employed in state-funded schools may overestimate attrition by failing to consider a desire for flexibility in contemporary teaching careers. When used as a measure of the effectiveness of teacher education, an over-emphasis on classroom teacher supply may also narrow the curriculum to teacher training rather than the more expansive ‘learning teaching’. This paper discusses two ‘softer’ measures of retention, career intention and training regret, to give a more general sense of how contemporary teachers see their career development as relating to their initial teacher education and professional learning. These measures are generated by adapting survey questions from the OECD’s TALIS and the US’ Beginning Teacher Longitudinal Study, simply asking teachers where they see themselves in five years’ time and if they would still choose to become a teacher if they could go back to before they began training. Surveys were administered annually to two cohorts of recent graduates as part of the Measuring Quality in Initial Teacher Education project—three data captures for 2018 graduates, two for 2019 graduates. It is shown how these measures help to mitigate declines in survey response and can give some helpful estimates of teacher attrition with respect to sex, ethnicity, school type, and degree type. The alternative measures are also argued to give helpful indicators of attrition risk before it happens, allowing discussion of how teachers’ career intentions change during their early careers. In particular, it is found that leaving the classroom is a fairly common expectation, but not necessarily because of teacher burnout. It is suggested that asking what teachers can imagine themselves doing is an effective measure for engaging with issues around vocational choice and teaching as a lifelong profession, with implications for how careers in education are conceptualised in initial teacher education programmes.
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Martinez, James A. "Early Career Teacher Struggles: An Administrator’s Influence on Retention." Journal of Cases in Educational Leadership 22, no. 3 (May 20, 2019): 43–56. http://dx.doi.org/10.1177/1555458919849453.

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Rebecca Ashe, a first-year mathematics teacher at North Hills High School, considered herself well-prepared after her university preparation. She is energetic and dedicated to her students, providing real-world examples in her classes from past experiences as an engineer. After 3 months in the classroom, however, Rebecca had become disheartened and exhausted. Moreover, Rebecca felt her school principal, Andy Anderson, had provided only superficial support. This case study explores obstacles that early career teachers face and asks readers to consider strategies that school administrators can employ to support these teachers. This case is suited for use in administrative preparation courses, specifically those focusing on human resources, evaluation, leadership, and supervision.
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Yang, Xinrong, Johannes König, and Gabriele Kaiser. "Growth of professional noticing of mathematics teachers: a comparative study of Chinese teachers noticing with different teaching experiences." ZDM – Mathematics Education 53, no. 1 (January 20, 2021): 29–42. http://dx.doi.org/10.1007/s11858-020-01217-y.

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AbstractThe last decade has witnessed increasing interest in the study of teacher noticing in mathematics education research; however, little is known about the growth of teacher noticing and how it is influenced by teaching practice. Departing from the expert-novice-paradigm, in this paper we address this research gap by a cross-sectional study that investigates how Chinese mathematics teachers’ noticing is affected by their developmental stage, measured by the length of their teaching experience. The study included 152 pre-service teachers at the end of their initial teacher education, 162 early career teachers with one to five years’ teaching experience, and 123 experienced mathematics teachers with more than 15 years’ teaching experience, who participated in a video-based assessment of their noticing competency conceptualized by the sub-facets of perception, interpretation, and decision-making. Our findings indicate a nearly linear growth in teacher noticing among Chinese mathematics teachers, with significant differences identified between pre-service and experienced teachers and only small differences between pre-service and early career teachers. Analyses using the method of Differential Item Functioning (DIF) further suggest that pre-service and early career teachers demonstrated strengths in aspects more related to reform-oriented or Westernized approaches to mathematics teaching, such as working with open-ended tasks, identifying characteristics of cooperative learning, and mathematical modeling tasks. By contrast, experienced teachers demonstrated strengths in perceiving students’ thinking, evaluating teachers’ behavior, and analyzing students’ mathematical thinking. Our findings further highlight that the three sub-facets of teacher noticing develop differently within the three participating groups of teachers. These findings suggest that teaching experience acts as one influential factor in the development of teacher noticing in the Chinese context.
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Damico, Nicole, Caitlyn McKinzie Bennett, and Angelica Fulchini. "‘Show me what it’s supposed to look like’: Exploring mindfulness-based support for early career teachers in an era of neoliberal reform." Policy Futures in Education 16, no. 6 (April 20, 2018): 828–47. http://dx.doi.org/10.1177/1478210318765322.

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In an era of top-down mandates and neoliberal reform policies, early career teachers must receive sustained social and emotional support as part of their regular professional development in order to navigate the murky waters of education that can sometimes feel disempowering and disillusioning. Teachers in high-poverty urban schools, who often deal with additional variables like student achievement gaps, disparate funding and high teacher turnover, among myriad other hurdles, are often highly impacted by these policies. This study examined the experiences of a group of early career teachers in an urban school district that participated in a mindfulness-based professional learning intervention. Findings show that participants not only experienced increased self-efficacy in assuaging personal and professional stressors, but also connected newly acquired strategies to the ways they supported the diverse students in their classrooms. Implications from this study suggest that learning about mindfulness-based strategies in an informal group setting can be beneficial for teachers, both personally and professionally, as they navigate the tensions of beginning their careers embedded in “the neoliberal program of reform”.
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Mäkelä, Kasper, Mirja Hirvensalo, and Peter Whipp. "Determinants of PE Teachers Career Intentions." Journal of Teaching in Physical Education 34, no. 4 (October 2015): 680–99. http://dx.doi.org/10.1123/jtpe.2014-0081.

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One of the cause’s célèbre in the field of education has been teacher attrition; Physical education (PE) is no different. Some PE teachers are leaving the profession because they encounter stress and dissatisfaction in their profession. The purpose of this study is to determine the aspects that keep PE teachers happy and remaining in the profession. Seven job satisfaction factors were identified with principal component analysis and logistic regression models used to study the likelihood of teachers’ intention to stay in the profession. Those PE teachers who intended to stay in teaching were more satisfied with the resources, work community, their own expertise, recognition of teaching, manageability of work, students, as well as the quality of work. It was also found that satisfaction and commitment to teaching were strong predictors for staying in the profession. For early career teachers, manageability and quality of work were the factors that were strongly related to their intention to stay in the profession.
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Hasselquist, Laura, and Nicole A. Graves. "CTE Teacher Retention: Lessons Learned from Mid-Career Teachers." Career and Technical Education Research 45, no. 1 (May 1, 2020): 3–16. http://dx.doi.org/10.5328/cter45.1.3.

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Schools across the country are facing a shortage of Career & Technical Education (CTE) teachers. Challenges regarding recruitment and retention of highly qualified teachers have far-reaching economic and educational implications. The literature notes multiple factors associated with CTE teacher attrition, such as low pay, absence of adequate teaching resources, and lack of administrative support. The current study aimed to identify factors associated with teacher retention via focus group interviews with mid-career (7-15 years) CTE teachers. The focus group included (N=4) CTE teachers from a Midwest state; the group was comprised of three agriculture teachers and one family & consumer sciences teacher. Qualitative analysis of the data revealed four themes related to the retention of mid-career CTE teachers: (1) setting boundaries, (2) shifting priorities/focus, (3) building a professional support network, and (4) innovating in the classroom. Recommendations for practice include induction programming focused on prioritizing programmatic opportunities and professional needs and involvement of preservice teachers in professional organizations early and often. Recommendations for research include exploring the level of involvement in professional organizations and its influence on career satisfaction and examining the benefits a mentor gains from a mentoring relationship.
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Kim, Jung Suk, and Eun Jin Kang. "A Survey on Early Childhood Teachers’ Career Happiness." Early Childhood Education Research & Review 22, no. 2 (April 30, 2018): 5–32. http://dx.doi.org/10.32349/ecerr.2018.4.22.2.5.

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Spicksley, Kathryn. "Early career primary teachers’ discursive negotiations of academisation." British Journal of Sociology of Education 43, no. 2 (December 8, 2021): 216–36. http://dx.doi.org/10.1080/01425692.2021.2003183.

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Kennelly, Julie, Neil Taylor, and Pep Serow. "Early career primary teachers and education for sustainability." International Research in Geographical and Environmental Education 21, no. 2 (May 2012): 139–53. http://dx.doi.org/10.1080/10382046.2012.672680.

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van der Wal, Merel M., Helma W. Oolbekkink-Marchand, Harmen Schaap, and Paulien C. Meijer. "Impact of early career teachers' professional identity tensions." Teaching and Teacher Education 80 (April 2019): 59–70. http://dx.doi.org/10.1016/j.tate.2019.01.001.

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Reid, Nathalie Sandra, Joanne Farmer, Claire Desrochers, and Sue McKenzie-Robblee. "Early Career Teachers’ Experiences of Communicating with Families via Technology: Educatively Dwelling in Tension." in education 25, no. 1 (June 13, 2019): 34–50. http://dx.doi.org/10.37119/ojs2019.v25i1.420.

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A variety of online programs, apps, and digital learning management systems currently “provide teachers with a means to more easily communicate and share information with students and parents through discussion forums, social media, videoconferencing, email, grade books, and announcements” (Howell & O’Donnell, 2017, p.28). While technology is often seen as shaping positive shifts in teachers’ and schools’ abilities to communicate with families, we, the five co-researchers in the study Understanding the Interactions Between Early Career Teachers and Families, wondered how early career teachers were experiencing the use of technology to interact with families. During semi-structured interviews with each of the 20 teacher participants, we were awakened, for example, to tensions experienced by many of the teachers when expectations to communicate with families electronically conflicted with their longings for more relational and reciprocal interactions. Yet, we also came to see that the teachers were learning to dwell in these tensions in ways that opened potential for educative (Dewey, 1938) growth and movement toward the kinds of interactions with families they were imagining. This paper takes up technology as one of the resonant threads drawn from and across the teachers’ storied experiences, and inquires narratively into the kinds of generative tensions that many of the teachers were experiencing and drawing on as they imagined increased relational and reciprocal ways of interacting with families, and then moves to wonder how dwelling in these tensions might shape preservice and in-service teacher education.Keywords: Early career teachers; families; technology; interactions; agency
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