Journal articles: 'First year teachers'

1

Palmer, Nancy. "Tips for First Year Teachers from a First-Year Teacher." Kappa Delta Pi Record 22, no. 4 (July 1986): 102–4. http://dx.doi.org/10.1080/00228958.1986.10517775.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Franek, Mark. "New Teachers: The Rookie Year: First-Year Advice from a Second-Year Teacher." English Journal 84, no. 2 (February 1995): 120. http://dx.doi.org/10.2307/821066.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Simons-szulczewski, Michelle, and Zane L. Berge. "eMentoring for First Year Teachers." i-manager's Journal of Educational Technology 4, no. 1 (June 15, 2007): 29–32. http://dx.doi.org/10.26634/jet.4.1.629.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Bang, EunJin, Anne L. Kern, Julie A. Luft, and Gillian H. Roehrig. "First-year Secondary Science Teachers." School Science and Mathematics 107, no. 6 (October 2007): 258–61. http://dx.doi.org/10.1111/j.1949-8594.2007.tb18287.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Martin, Leisa A., John J. Chiodo, and Li-Hung Chang. "First Year Teachers: Looking Back after Three Years." Action in Teacher Education 23, no. 1 (April 2001): 55–63. http://dx.doi.org/10.1080/01626620.2001.10463055.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Elgersma, Kristin. "First year teacher of first year teachers: A reflection on teacher training in the field of piano pedagogy." International Journal of Music Education 30, no. 4 (November 2012): 409–24. http://dx.doi.org/10.1177/0255761412462970.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Zepeda, Sally J., and Judith A. Ponticell. "Classroom Climate and First-Year Teachers." Kappa Delta Pi Record 32, no. 3 (April 1996): 91–93. http://dx.doi.org/10.1080/00228958.1996.10531975.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Barnes, Gail V. "Teaching Music: The First Year." Bulletin of the Council for Research in Music Education, no. 185 (July 1, 2010): 63–76. http://dx.doi.org/10.2307/41110366.

Full text

Abstract:

Abstract The purpose of this study was to contribute to the novice music teacher case literature by studying the prevalent themes in the experiences of five first-year teachers. The teachers submitted periodic journal entries and were also interviewed at the beginning of their second semester of teaching. I analyzed transcripts using HyperResearch and submitted them to the participants for both descriptive and interpretive validity checks. Many themes emerged, but those with the highest frequency counts were: Students (behavior), Students (musical). Administrative, Students (personal), Self-evaluation (discipline), and Self evaluation (personal). The five teachers had varying experiences, and all continued in those situations for the following year. Teacher educators must prepare novice teachers for the varying realities of their early experiences, and school administrators must offer effective support during this critical time.

APA, Harvard, Vancouver, ISO, and other styles

9

Conway, Colleen. "The Experiences of First-Year Music Teachers." Update: Applications of Research in Music Education 33, no. 2 (September 12, 2014): 65–72. http://dx.doi.org/10.1177/8755123314547911.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Henry, Marvin A. "Strengths and needs of first‐year teachers." Teacher Educator 22, no. 2 (September 1986): 10–18. http://dx.doi.org/10.1080/08878738609554891.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Hall, Bruce W., Melvin G. Villeme, and Steven W. Phillippy. "Predisposition for burnout among first‐year teachers." Teacher Educator 24, no. 2 (September 1988): 13–21. http://dx.doi.org/10.1080/08878738809554934.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Freeland, Kent, Phyllis Oakes, and Mary Anne Pollock. "Perceptions of first‐year teachers in Kentucky." Teacher Educator 32, no. 2 (September 1996): 122–34. http://dx.doi.org/10.1080/08878739609555138.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Robbins, Jerry H. "Outstanding First Year Teachers: Who are They?" Kappa Delta Pi Record 27, no. 4 (July 1991): 118–19. http://dx.doi.org/10.1080/00228958.1991.10518632.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Newby, Timothy J. "Classroom motivation: Strategies of first-year teachers." Journal of Educational Psychology 83, no. 2 (1991): 195–200. http://dx.doi.org/10.1037/0022-0663.83.2.195.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Manley, Merlin, Lee Siudzinski, and Leonard J. Varah. "Easing the Transition for First-Year Teachers." NASSP Bulletin 73, no. 515 (March 1989): 16–21. http://dx.doi.org/10.1177/019263658907351504.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Kist, William. "Basement New Literacies: Dialogue with a First-Year Teacher." English Journal 97, no. 1 (September 1, 2007): 43–48. http://dx.doi.org/10.58680/ej20076221.

Full text

Abstract:

How can we prepare and encourage new teachers to take on the challenge of changing traditional views of literacy education? Teacher educator William Kist shares a first-year teacher’s story of incorporating new literacies within an eighth-grade alternative classroom.

APA, Harvard, Vancouver, ISO, and other styles

17

Simpson Steele, Jamie, Nicholas Brown, Ronnie Tiffany-Kinder, Chloe Amos, Andy Luu, Neil O’Brien, Mark Lester Ranchez, Jill Tengan, Audrey Castañeda Walker, and Judithanne Young. "Teacher! Teacher! An Artistic Exploration of the True-Story Troubles and Triumphs of First-Year Teachers." Cultural Studies ↔ Critical Methodologies 20, no. 5 (November 5, 2019): 471–84. http://dx.doi.org/10.1177/1532708619885404.

Full text

Abstract:

New teachers often feel unprepared to meet the demands of the profession, and attrition rates indicate approximately half will leave within their first 5 years. To address this problem, this applied theater project utilized ethnodrama, integrating research and performance, to stage the stories of first-year teachers. Researchers interviewed 18 first-year teachers and an ensemble of performers then developed a series of monologues, dances, poems, songs, and scenes. These vignettes fit within three categories: (a) The Beginning; (b) The Students; and (c) The Profession. This script documents that performance.

APA, Harvard, Vancouver, ISO, and other styles

18

Loughran, John. "Becoming a science teacher: First year teachers' approaches to learning about teaching." Research in Science Education 22, no. 1 (December 1992): 273–82. http://dx.doi.org/10.1007/bf02356906.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Fimian, Michael J., and Linda P. Blanton. "Stress, burnout, and role problems among teacher trainees and first-year teachers." Journal of Organizational Behavior 8, no. 2 (April 1987): 157–65. http://dx.doi.org/10.1002/job.4030080206.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Deborah A. Kuster, Christina Bain, Connie Newton, and Melody K. Milbrandt. "Novice Art Teachers: Navigating Through the First Year." Visual Arts Research 36, no. 1 (2010): 44. http://dx.doi.org/10.5406/visuartsrese.36.1.0044.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Meder, Amanda, Scott Smalley, and Michael Retallick. "Evaluating First Year Agriculture Teachers’ Use of Reflection." Journal of Agricultural Education 59, no. 2 (May 30, 2018): 289–304. http://dx.doi.org/10.5032/jae.2018.02289.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Kilgore, Karen, Dorene Ross, and John Zbikowski. "Understanding the Teaching Perspectives of First-Year Teachers." Journal of Teacher Education 41, no. 1 (January 1990): 28–38. http://dx.doi.org/10.1177/002248719004100105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Nilssen, Vivi Lisbeth. "Guided Planning in First‐Year Student Teachers' Teaching." Scandinavian Journal of Educational Research 54, no. 5 (October 2010): 431–49. http://dx.doi.org/10.1080/00313831.2010.508909.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Freiberg, Melissa R. "Coaching and Mentoring First-Year and Student Teachers." NASSP Bulletin 84, no. 618 (October 2000): 87–88. http://dx.doi.org/10.1177/019263650008461812.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Kempen, Leander, and Rolf Biehler. "Fostering first-year pre-service teachers’ proof competencies." ZDM 51, no. 5 (February 11, 2019): 731–46. http://dx.doi.org/10.1007/s11858-019-01035-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Kuster, Deborah A., Christina Bain, Connie Newton, and Melody K. Milbrandt. "Novice Art Teachers: Navigating Through the First Year." Visual Arts Research 36, no. 1 (2010): 44–54. http://dx.doi.org/10.1353/var.2010.0001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Whitaker, Susan D. "What Do First-Year Special Education Teachers Need?" TEACHING Exceptional Children 33, no. 1 (September 2000): 28–36. http://dx.doi.org/10.1177/004005990003300105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Anderson, Holly, Sara Fry, and Jack J. Hourcade. "Career Changers as First-Year High School Teachers." Clearing House: A Journal of Educational Strategies, Issues and Ideas 87, no. 4 (June 5, 2014): 149–54. http://dx.doi.org/10.1080/00098655.2013.878302.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

LaBerge, Victoria Boller, and Linda R. Sons. "FIRST-YEAR TEACHERS' IMPLEMENTATION OF THE NCTM STANDARDS." PRIMUS 9, no. 2 (January 1999): 139–56. http://dx.doi.org/10.1080/10511979908965923.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Brøseth, Heidi, and Mari Nygård. "First-year student teachers’ knowledge of L1 grammar." L1-Educational Studies in Language and Literature 23 (May 15, 2023): 1–30. http://dx.doi.org/10.21248/l1esll.2023.23.1.411.

Full text

Abstract:

Despite protracted concerns about Norwegian students’ decline in grammar knowledge, the issue is poorly researched empirically. This article presents and the results from a grammar survey distributed to first-year student teachers (N=235). Our aim is to provide an empirical analysis of the level of Norwegian students’ grammar knowledge as they enter teacher education. We seek to answer the following research questions: RQ1: What characterizes the knowledge of grammar of Norwegian student teachers as they enter teacher education? RQ2: Are there grammatical topics and structures that they master more or less? If so, what characterizes these topics? The results show that the grammar knowledge of student teachers, is rather poor. The students know the word classes verb, noun, adjective and pronoun, as well as the SC subject. Their knowledge is founded on semantics, while the structural features of language seem to be a blind spot. The study contributes to the international research on Knowledge of Language (KaL) from a Norwegian perspective. Due to the two written standards of Norwegian, our study will be the first to report student teachers’ grammar knowledge from such a context.

APA, Harvard, Vancouver, ISO, and other styles

31

Barry, Debra, Anna J. Warner, Sarah LaRose, Blake Colclasure, and Edward Osborne. "Personal resilience of first-year, alternatively certified agriscience teachers." Advancements in Agricultural Development 3, no. 1 (March 2, 2022): 103–14. http://dx.doi.org/10.37433/aad.v3i1.183.

Full text

Abstract:

A wide range of challenges continues to exist in delivering school-based agricultural education (SBAE) programs. Among the most pressing challenges are the recruitment and retention of high-quality agriculture teachers (Guffey & Young, 2020). Teacher educators and researchers in SBAE are tasked with meeting the nationwide demand for teachers, while also better understanding the status of alternatively certified agriculture teachers (Foster et al., 2020). This study explored the challenges, coping strategies, and personal resilience of first-year agriscience teachers in Florida who held a temporary teaching certificate. Using a qualitative, phenomenological approach, seven alternatively certified Florida agriculture teachers were interviewed. The personal resilience framework developed by Hoopes (2017) guided this study, as researchers examined alternatively certified teachers’ experiences and responses to challenges in their teaching. Emergent themes included prior plans to teach, overwhelming expectations, supportive networks, aspects of resilience, and feelings of motivation and inspiration. This study highlights the need for proactive professional development and support systems for first-year, alternatively certified agriculture teachers.

APA, Harvard, Vancouver, ISO, and other styles

32

Napper-Owen, Gloria E., and D. Allen Phillips. "A Qualitative Analysis of the Impact of Induction Assistance on First-Year Physical Educators." Journal of Teaching in Physical Education 14, no. 3 (April 1995): 305–27. http://dx.doi.org/10.1123/jtpe.14.3.305.

Full text

Abstract:

The purpose of this study was to provide induction assistance to beginning physical education teachers and to investigate the impact of the assistance on the teachers. Two beginning physical educators who were employed at an elementary and a middle school participated in this study. The data were collected by weekly observations, videotape analysis, interviews, and field notes. A case narrative was compiled for each participant according to the emergent themes in each teacher’s case. The results indicated that continued supervision had a positive impact on first-year teachers. The visitations offered the opportunity to receive regular feedback and support so that the teachers began to plan age-appropriate activities, became more efficient managers in the classroom, and increased their instructional feedback. The induction assistance encouraged accountability to the knowledge attained in the teacher preparation program, in addition to making the teachers more reflective and analytical about their teaching.

APA, Harvard, Vancouver, ISO, and other styles

33

Penn-Edwards, Sorrel, Sharn Donnison, and Lisa Albion. "Developing the inner teacher: guiding the reflective practice of first year preservice teachers." International Journal of Pedagogies and Learning 11, no. 1 (January 2, 2016): 10–21. http://dx.doi.org/10.1080/22040552.2016.1187646.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Stringham, David A., and Alden H. Snell. "“CONSIDERABLE STRESS and MISERY”: A first-year music teacher’s experiences." Research Studies in Music Education 41, no. 1 (June 18, 2018): 81–98. http://dx.doi.org/10.1177/1321103x18773100.

Full text

Abstract:

Preparing, inducting, mentoring, and retaining new music teachers remain concerns in our profession. This article began as a study of first-year music teachers who made regular entries in secure electronic journals and participated in mid- and end-of-year interviews. We initially sought to understand these new teachers’ experiences related to mentoring, professional development, collaboration, and standards-based instruction. Findings related to these topics were eclipsed, however, by challenging experiences that Elise, a first-year instrumental music teacher who participated in our study, reported. We used a narrative inquiry methodology to present Elise’s experiences in context of literature related to workplace incivility, gender, hierarchical structures, and emphasis on performance in instrumental music education. Based on findings, we offer recommendations for future research related to four stakeholder groups: pre-service teachers, early career in-service teachers, experienced in-service teachers, and administrators.

APA, Harvard, Vancouver, ISO, and other styles

35

Ergünay, Onur, and Oktay Cem Adıgüzel. "The Challenges of Beginning Teachers in Their First Year of Teaching Career and Their Sources." Journal of Qualitative Research in Education 7, no. 3 (August 10, 2019): 1–20. http://dx.doi.org/10.14689/issn.2148-624.1.7c.3s.8m.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Quinn, Robert J., and Byllie D'amato Andrews. "The Struggles of First-Year Teachers: Investigating Support Mechanisms." Clearing House: A Journal of Educational Strategies, Issues and Ideas 77, no. 4 (March 2004): 164–68. http://dx.doi.org/10.3200/tchs.77.4.164-168.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Garry, Vanessa, and Patricia G. Boyer. "First-Year Teachers' Preparedness in Using Student Assessment Data." International Journal of Teacher Education and Professional Development 4, no. 1 (January 2021): 102–14. http://dx.doi.org/10.4018/ijtepd.2021010107.

Full text

Abstract:

In an attempt to better understand if teachers are trained and prepared to use student assessment data, this study used a nationally representative data set. The public data source for this exploratory study was gathered from Schools and Staff Survey (SASS), specifically, the Public Teachers: 2011–12 database. The multiple linear regression findings revealed that teachers feel they influence the content of in-service professional development programs at their school. Also, school leaders should consider gender and race when creating training because results show that professional development experiences of gender and race/ethnicity are different. The article presents several recommendations for school leaders in public institutions.

APA, Harvard, Vancouver, ISO, and other styles

38

Emmer, Edmund T. "Academic activities and tasks in first-year teachers' classes." Teaching and Teacher Education 2, no. 3 (January 1986): 229–44. http://dx.doi.org/10.1016/s0742-051x(86)80004-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Smith, Alene L. "Collaborative Induction Model to Support First-Year Minority Teachers." Action in Teacher Education 11, no. 4 (January 1990): 42–47. http://dx.doi.org/10.1080/01626620.1990.10463100.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Hudson, Peter. "Mentoring First-Year Pre-Service Teachers of Primary Science." Action in Teacher Education 25, no. 3 (September 2003): 91–99. http://dx.doi.org/10.1080/01626620.2003.10734446.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

COULTER, REBECCA PRIEGERT. "Struggling with Sexism: Experiences of feminist first-year teachers." Gender and Education 7, no. 1 (March 1995): 33–50. http://dx.doi.org/10.1080/713668455.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Queen, J. Allen, Robert F. Algozzine, and Kimberly Isenhour. "First Year Teachers and 4 x 4 Bloc Scheduling." NASSP Bulletin 83, no. 603 (January 1999): 100–103. http://dx.doi.org/10.1177/019263659908360315.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Kelly, Angela M., Serigne M. Gningue, and Gaoyin Qian. "First-Year Urban Mathematics and Science Middle School Teachers." Education and Urban Society 47, no. 2 (May 29, 2013): 132–59. http://dx.doi.org/10.1177/0013124513489147.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Smyth, Donna M. "First-Year Physical Education Teachers’ Perceptions of Their Workplace." Journal of Teaching in Physical Education 14, no. 2 (January 1995): 198–214. http://dx.doi.org/10.1123/jtpe.14.2.198.

Full text

Abstract:

This study provides a description of how 12 first-year physical education teachers perceived their workplace, how it affected their first year of work, and how their workplace shaped their induction into the context of the school. Interviews were conducted at the end of each participant’s first year of teaching. All participants reported that the following workplace factors shaped their first year of teaching: the facilities, the presence or absence of teaching colleagues, the scheduling of classes, the community environment, and the students. In addition several “unarticulated” (Schein, 1988) factors were identified that represent additional themes of influence: the status of physical education in the schools, the teachers’ sense of efficacy, the testing of values, and the realities of the school as a social institution. The results of this study, together with information from the literature, suggest that despite modest efforts, many schools provide inadequate support for beginning teachers.

APA, Harvard, Vancouver, ISO, and other styles

45

Martin, Joyce. "Concerns of First‐Year Teachers in Australian Catholic Schools." South Pacific Journal of Teacher Education 20, no. 2 (January 1992): 95–104. http://dx.doi.org/10.1080/0311213920200202.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Chichekian, Tanya, Bruce M. Shore, and Diana Tabatabai. "First-Year Teachers’ Uphill Struggle to Implement Inquiry Instruction." SAGE Open 6, no. 2 (April 20, 2016): 215824401664901. http://dx.doi.org/10.1177/2158244016649011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Weinstein, Carol S. "Preservice teachers' expectations about the first year of teaching." Teaching and Teacher Education 4, no. 1 (January 1988): 31–40. http://dx.doi.org/10.1016/0742-051x(88)90022-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Valtonen, Teemu, Erkko Tapio Sointu, Jari Kukkonen, Päivi Häkkinen, Sanna Järvelä, Arto Ahonen, Piia Näykki, Johanna Pöysä-Tarhonen, and Kati Mäkitalo-Siegl. "Insights into Finnish first-year pre-service teachers’ twenty-first century skills." Education and Information Technologies 22, no. 5 (August 24, 2016): 2055–69. http://dx.doi.org/10.1007/s10639-016-9529-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Liu, Fuchang. "Yisha’s First Year of English Acquisition." Language Arts 83, no. 4 (March 1, 2006): 288–96. http://dx.doi.org/10.58680/la20064875.

Full text

Abstract:

A father reflects on his daughter’s acquisition of a new language during her first year in the United States after a move with her family from China. This article reflects on how the parents and the teachers helped Yisha, a 9-year-old Chinese girl, with her English acquisition. Within the year, Yisha became fluent in English and finished all her courses with straight A’s.

APA, Harvard, Vancouver, ISO, and other styles

50

Henderson, Robyn, and Karen Noble. "Thinking About First Year Retention in Teacher Education." Australian and International Journal of Rural Education 23, no. 2 (July 1, 2013): 65–76. http://dx.doi.org/10.47381/aijre.v23i2.662.

Full text

Abstract:

In Australian faculties of education, retention and progression issues are paramount within the current neo-liberal climate which emphasises student degree completions. This is particularly the case in regional universities, where many students – often the first in their families to attend university – are from rural, regional and low socio-economic communities. This paper draws on data generated during a project that provided support for first year teacher education students in a regional university. Using critical discourse analysis, it describes and analyses the metaphors used by a small group of pre-service teachers as they talked in interviews about their transition into university and the strategies they used to “survive” their first attempts at study in a tertiary institution. The metaphors provide insights into the pre-service teachers’ perceived need for social support alongside traditionally-offered academic support. The data suggest that a rethinking of support offerings might be necessary to ensure that teacher education caters for pre-service teachers who feel dislocated from their home and community roots.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'First year teachers'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles