Relevant bibliographies by topics / Novice teachers

Academic literature on the topic 'Novice teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Novice teachers"

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Pogodzinski, Ben. "Socialization of Novice Teachers." Journal of School Leadership 22, no. 5 (September 2012): 982–1023. http://dx.doi.org/10.1177/105268461202200507.

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Guided by new structuralism theory, this study examined the context of novice teacher socialization, identified the frequency and substance of interactions between novice teachers and their mentors and other colleagues, and reported on novices’ evaluation of the support that they received. Data were collected through semistructured interviews with district human resource directors and teacher association presidents, as well as surveys of novice teachers in six districts in Michigan and five districts in Indiana. Findings suggest that researchers should examine the informal social structure within schools, which can mediate formal induction policy, and that administrators should institute a network approach to socializing novice teachers.
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Huang, Jing, Kenny Yau Ning Lock, and Feng Teng. "Autonomy in English Language Teaching: A Case Study of Novice Secondary School Teachers in Hong Kong." Chinese Journal of Applied Linguistics 42, no. 1 (March 26, 2019): 3–20. http://dx.doi.org/10.1515/cjal-2019-0001.

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Abstract Following years of pre-service teacher education, novice teachers are often enthusiastic about embarking on the journey in the teaching profession. However, they may not always possess the internal capacity and institutional support to take effective control of their teaching. This paper reports on a case study of the teaching lives of two novice secondary school ESL (English as a second language) teachers in Hong Kong, drawing on qualitative data gathered through individual face-to-face interviews, and supplemented by email exchanges and telephone conversations, over a one-year period. The study investigates how novice English teachers develop their teacher autonomy, and what factors contribute to their development as autonomous English teachers. The paper concludes that novice English teachers in Hong Kong possess the capacity and are also ready for autonomy, and that an invitational, supportive and collaborative school environment plays a decisive role in affording ample opportunities for novices to develop their autonomy in language teaching. The study suggests that novice teachers should become critically aware of the affordances (opportunities, possibilities, invitations, enablements) in their working conditions, and should meanwhile exercise their teacher agency to act on these affordances to pursue their personal-professional development.
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Paula, Līga, and Aiga Grīnfelde. "THE ROLE OF MENTORING IN PROFESSIONAL SOCIALIZATION OF NOVICE TEACHERS." Problems of Education in the 21st Century 76, no. 3 (June 15, 2018): 364–79. http://dx.doi.org/10.33225/pec/18.76.364.

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Entering teaching profession is considered as the most determining stage in a teacher’s professional life. The aim of this research is to explore opinions of novice teachers in Latvia about the role of mentoring in their professional socialization. The following research questions were defined: (1) what difficulties novice teachers faced during their in-service experience? (2) what support novice teachers needed when they started teaching? (3) what the role of mentoring in teachers’ professional socialization is? Qualitative research design was developed for the research. Empirical data were obtained during the focus group discussion with ten teachers representing Council of young teachers (in age below 35) of the Latvian Trade Union of Education and Science Employees, nine semi-structured interviews with novice teachers, and interview with a mentor. Novice teachers face teaching reality which often differs from perceptions about the profession developed during the studies at university. The research shows that teachers from the sample faced following challenges during their first years of in-service: establishing teacher’s 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 communication with parents. During socialization novice teachers learned their responsibilities and acquired specific knowledge; appropriate support such as mentoring reduced level of stress and uncertainty while novice teachers adapted to school during the period of transition from pre-service period to in-service period. In relation to mentoring, novice teachers expected that a mentor would introduce them to school traditions and internal rules and would advise on discipline in a classroom as well as would help to develop curriculum. Policy makers should focus on teachers’ support guidelines at national level, which would allow schools to ensure the most appropriate environment for novice teachers so that they would like to continue their careers in teaching profession. Key words: mentoring, novice teachers, professional socialization, teacher retention, teaching profession.
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Quoc, Trinh, Tran Duyen, and Le Thanh. "Novice Teachers’ Professional Identity Reconstruction." International Journal of Educational Methodology 8, no. 3 (August 15, 2022): 449–64. http://dx.doi.org/10.12973/ijem.8.3.449.

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<p style="text-align: justify;">A transition from pre-service training programs to teaching is a dramatic and somehow painful experience for novice teachers. The question is what difficulties novice teachers face and how they negotiate their professional identity to cope with difficulties and find joys in their career. This study is aimed to investigate novice teachers’ professional identity reconstruction, from their imaged-identities to their practiced identities. The use of semi-structured interviews collected data from four Vietnamese English as a foreign language (EFL) novice teachers. According to the data, cue-based was the most common type of novice teachers’ imagined identity. Regarding the practiced identities, the interviewees reported different professional identity reconstructions in the first five years of teaching practice. The participants’ excerpts enlisted some challenges that the novices faced such as students’ learning attitudes, working environments, or unorganized colleagues. Based on the research findings, some solutions were proposed in order to help novice teachers get through their difficult times at the very beginning of their career.</p>
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Zhukova, Olena. "NOVICE TEACHERS' BELIEFS ABOUT PROBLEM-BASED LEARNING APPROACH, AND TEACHING PRACTICES." CBU International Conference Proceedings 5 (September 23, 2017): 901–9. http://dx.doi.org/10.12955/cbup.v5.1046.

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This article presents the results of the pilot study conducted with the aim to examine novice teachers’ pedagogical beliefs and challenges regarding the implementation of a problem-based learning (PBL) approach in the EFL classroom. The relationship and discrepancies between novice teachers’ pedagogical beliefs and actual classroom practices were also investigated. In total 25 novice teachers of English as a foreign language (EFL) with up to 3 years of teaching experience participated in the study. The data for the present study were collected from face-to-face semi-structured interviews and classroom observations. In total, 25 novice EFL teachers working in Latvian basic and secondary schools agreed to participate in the survey.The finding of the survey suggest that novice teachers’ beliefs are not always reflected in their actual classroom practices for a number of external and internal constraints, such as students’ expectations and perceptions, school administrators’ demands and lack of commitment, context of teaching, lack of professional skills and methodological support, and examination pressure.These findings of the present study might have implications for school administrators, EFL teacher educators, teacher training institutions and the institution that provide teacher professional development courses, as well as for education policy makers and for EFL teachers themselves.
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Li, Ru. "Mentoring as a Supportive Way for Novice Teachers in Foreign Language Teacher Development: A Case Study in an Ethnic College in China." Journal of Language Teaching and Research 7, no. 2 (March 3, 2016): 318. http://dx.doi.org/10.17507/jltr.0702.10.

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Mentoring has been explored from various perspectives under different theoretical frameworks. The situation-based mentoring brings a lot of possibilities and sustainabilities to the student teachers. Given the overview on the literature of mentoring, it can be found that the research about mentoring mainly is concerned with English-speaking countries such as US and UK and populates in general teacher education. The research in subject-specific field receives scant attention, such as in Foreign Language Teacher Development (hereafter, FLTD). Finding few reports from China, especially about the novices in ethnical colleges, the empirical study running through one year from in an ethnic college shows that mentoring is a supportive way in FLTD for supporting novices. Under the framework of sociocultural theory, we found that, in addition to improving of teaching skills, mentoring can (1) lessen novices’ stress and ‘reality shock’ in teaching and strengthen the sense of belongings; (2) facilitate novice teachers’ reflection ability and (3) foster novice teachers’ self-efficacy in teaching.
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Shi, Jing. "A Critical Analysis of the Assessment for Micro-teaching Program for English Language Teachers in the Secondary Education in Mainland China." Theory and Practice in Language Studies 10, no. 2 (February 1, 2020): 168. http://dx.doi.org/10.17507/tpls.1002.04.

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Significant effort has been made to support pre-service and novice teacher learning abroad; however, not enough attention has been paid to promoting pre-service and novice teacher learning via collaboration with peer teachers and more expert educators at secondary education level in the context of mainland China. In order to facilitate this type of teacher collaboration and provide necessary support for pre-service and novice English language teachers in high schools in the southern part of China, a micro-teaching program has been incorporated into the pre-service training for these novice teachers. The micro-teaching program aims at equipping novice teachers with relevant teaching skills and behaviors through practice of teaching under controlled conditions. The purpose of this paper is to trace the developmental trajectories of the novice teachers participating in this program and examine the effect of formal assessment on the development of novice teachers. This study reveals that the program can help teachers share teaching strategies and solve practical problems in teaching, thus novice teachers acquire teaching skills and gain confidence in teaching. It is recommended the faculty should incorporate the program not only in pre-training service for novice teachers but also in service for teachers to improve their teaching routine.
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Goolsby, Thomas W. "A Comparison of Expert and Novice Music Teachers' Preparing Identical Band Compositions: An Operational Replication." Journal of Research in Music Education 47, no. 2 (July 1999): 174–87. http://dx.doi.org/10.2307/3345722.

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This replication is the third causal-comparative study of expert and novice instrumental music teachers seeking to determine characteristics that may define successful, outstanding band directors, using methodology refined in two previous studies (Goolsby, 1996, 1997). Here, 10 expert and 10 novice teachers prepared an identical composition for a rated performance. A total of 216 rehearsals were analyzed to establish frequency distributions for 30 teaching and performance variables and for sequential patterns of instruction. Results showed that novices used more time overall and spent more time in verbal instruction while preparing the composition. The expert teachers spent a greater percentage of the rehearsals performing than novices did. Differences for frequency distributions indicate that novice teachers stopped and restarted more frequently without providing instruction; experts addressed balance, style, tone, and intonation more than did novices.
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Diasti, Krismalita Sekar. "Constructing Professional Identity: Investigating Stress Factors and Resilience Experienced by EFL Novice Teachers." Scholaria: Jurnal Pendidikan dan Kebudayaan 11, no. 1 (January 21, 2021): 1–10. http://dx.doi.org/10.24246/j.js.2021.v11.i1.p1-10.

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Several studies show that EFL novice teachers often feel stress as they encounter shock from the rapid shift of a student to a teacher. Stress experienced by EFL novice teachers occurs because of internal or external factors. Stress which cannot be regulated will result in teacher burnout that can lead them to leave the profession. This qualitative study intended to investigate EFL novice teachers’ stress factors and coping strategies which influence their professional identity construction. The data was obtained by conducting an in-depth interview with three EFL novice teachers. The findings showed that EFL novice teachers experienced stress because of three factors, namely, personal, interpersonal, and organization factors. Despite feeling stress, EFL novice teachers demonstrated their abilities to cope with the circumstances. The participants elaborated how they cope with the situations as well as how stress factors influenced their identity as teachers. This study provides some suggestions for future researchers and EFL novice teachers.
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Supramaniam, Kaarthiyainy, Mohamad Idham Md Razak, and Nalini Arumugam. "Changing Identities in Community of Practice: Expert Teachers to Novice Researchers." Asian Journal of University Education 16, no. 2 (August 6, 2020): 59. http://dx.doi.org/10.24191/ajue.v16i2.10297.

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Teachers and researchers are said to belong to two distinct communities of education. At the university, academics are required to engage in research work which could be a relatively new experience for teachers who had solely focused on teaching after joining the universities. Hence the purpose of this qualitative research is to shed some light on the tensions that are created and experienced by novice researchers at the university whose previous careers were as teachers in schools. Two lecturers, Gina and René, were purposely selected to investigate the phenomenon of changing identities from expert teachers to novice researchers, and to observe how the experienced teachers became newcomers adapting to the new target practices of research as required by the university. Findings from interviews and observations revealed the tensions and negotiations that occurred as the teacher naivetes engaged in the target research practices from teacher trajectories, but prolonged engagement in the target practices revealed emergence of researcher identities. The findings of this study suggest that novices who are expected to adopt new practices need to be supported with instructions and learning opportunities for effective transitions. Keywords: Changing identity, Expert teachers, Learning Organisation, Novice, Researcher
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Dissertations / Theses on the topic "Novice teachers"

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Pettway, Martha Lee Williams Spencer William Allen. "Novice teachers' assessment of their teacher education programs." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/PETTWAY_MARTHA_27.pdf.

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Slye, Gail Lynn. "The relationship between teacher empowerment and teacher satisfaction for novice and veteran teachers /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946296.

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Hooten, Dorleen Billman. "Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84221/.

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New teachers begin the school year with optimism and enthusiasm, but their excitement quickly wanes as they encounter the realities of the everyday life of a teacher. When they do not experience the successes they predicted, many begin to doubt their capabilities, which results in a lowered sense of teaching efficacy. This descriptive study was designed to identify the contextual factors novice teachers perceive as influences on personal teaching efficacy and to examine the relationships between the factors. Two groups of novice teachers who were concurrently enrolled in a post-baccalaureate accelerated educator preparation program and working as first-year teachers were the participants in the study. Data were gathered for the study through focus group activities, twice weekly journal entries completed during the teaching year, and a culminating “lessons learned” paper written during the last month of the first year of teaching. Each of the two focus groups identified nine contextual factors they perceived to affect personal teaching efficacy. Six factors were identified by both groups: parental involvement, support from administrators and colleagues, classroom discipline, testing results, teaching strategies and outcomes, and relationships with administrators and colleagues. The groups, however, perceived the relationships between the contextual factors differently. The generalists perceived recursive relationships between the factors, while the content group perceived a linear relationship.
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Taneri, Pervin Oya. "A Study On Novice Classroom Teachers&#039." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605479/index.pdf.

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The purpose of the study was to explore the problems of first three-year classroom teachers who graduated from regular teacher education programs and alternative certificate programs. The study also aims at examining the problems in relation to the type of certification, gender, cities they work in, institutions they graduated from, age, graduation year, recruitment year, teaching practice, number of teachers in the schools, class size, and type of classroom they teach. The subjects of this study were elementary school classroom teachers, from Ordu, Samsun and Sinop. A total of 300 teachers in these cities were ! asked to fill out a questionnaire. Of the 300 teachers, 275 teachers (128 females, 147 males) completed and returned the questionnaires. The researcher for the purpose of data coll! ection prepared a questionnaire that consisted of a 19-item de! mographi c data sheet, and 24-item five points Likert type questionnaire. The collected data was analyzed by using descriptive statistics such as frequencies, percentages, means and standard deviations, as well as t test, and ANOVA. The findings indicated that classroom teachers mostly face problems in teaching compound classes, applying, and understanding the body of current laws, rules and regulations, teaching the reading and writing to elementary school students, in developing supporting teaching materials and in getting students participate to the course. The findings also indicated that the alternative certification teachers experience more professional problems than the regular education teachers. It was observed that gender,! city, teaching practice, number of teachers in the school, cl! ass size , and type of classroom they teach did not affect the problems experienced by the teachers.
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Franco, Yvonne. "Novice Teachers' Stories of Solving Problems of Practice." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5948.

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National attention given to heightening the quality of educators, calls attention to the practices used by programs to prepare teachers (CAEP, 2013). The Council for the Accreditation of Educator Preparation (CAEP) requires evidence novice teachers “apply the professional… skills and dispositions preparation experiences were designed to achieve” (p.13). Grounded in reflection, teacher inquiry serves as a pedagogical practice to prepare teachers to systematically learn from their problems of practice (Shulman, 1986; Yendol-Hoppey & Franco, 2014). Despite evidence teacher inquiry leads preservice teachers (PSTs) to focus on student learning with the goal of improving practice (Capobianco, 2007; Dawson, 2006; Taylor & Pettit, 2007), research has yet to identify how beginning teachers approach their problems. Using a narrative methodology, this qualitative study interviewed two first-year teachers to glean insight into the problems of practice they identified, the inquiry related skills and dispositions that surfaced when they approached problems, and the barriers and facilitators to resolving challenges experienced in their elementary school context (Clandinin & Connelly, 2000). Findings include (a) novices identified problems related to instructional methods, collaborating with stakeholders and teaching special need students; (b) inquiry skills and dispositions were most evident when approaching problems related to students’ needs and instructional methods; (c) critical learning and emotional intelligence surfaced, though with varying levels of depth, depended on the identified problem of practice; (d) novices demonstrated awareness their instructional practices impacted students; (e) novices sought ways to drive change in practice; and (f) critical learning and reflective dispositions supported novices to regulate emotions. The study suggests several implications for school administrators, mentors, and teacher educators, such as (a) leading novices to see beyond classroom management; (b) emphasizing essential problem solving skills; (c) supporting novices when the nature of the problem of practice inhibits asking investigative questions; (d) communicating boundaries for novices to drive change; (e) fostering critical learning with reflective focus on student needs; (f) cultivating the symbiotic relationship between emotional intelligence, critical learning, and reflection; and (g) promoting the novice teacher researcher in a traditional novice teacher culture.
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Becht, Kori Alice. "School and District Leadership and the Job Satisfaction of Novice Teachers: How Central Office Leaders Support Novice Teachers." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106712.

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Thesis advisor: Dr. Lauri Johnson
This qualitative case study examined the perceptions of novice teachers and central office leaders in one Massachusetts school district about the job satisfaction of novice teachers. Data was gathered from interviews with school and district leaders and novice teachers as well as through the analysis of district documents in order to identify central office practices that contributed to novice teachers’ job satisfaction. The findings indicated a strong connection to the district’s mentoring practices and novice teachers’ job satisfaction. However, while central office leaders also cited the positive role of the induction program, novice teachers did not perceive it provided a high level of support. Recommendations are made for central office leaders to establish greater organizational clarity and to differentiate the induction program to better meet the varying needs of novice teachers
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Moser, Morgan Elizabeth. "Understanding How Novice Teachers Utilize Online Collaboration." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/531.

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AN ABSTRACT OF THE DISSERTATION OF MORGAN E. MOSER for the Doctor of Philosophy degree with a concentration in Curriculum and Instruction, presented June 26, 2012, at Southern Illinois University Carbondale. TITLE: UNDERSTANDING HOW NOVICE TEACHERS UTILIZE ONLINE COLLABORATION MAJOR PROFESSOR: Dr. Joyce Killian This investigation focused on the different forms of online collaboration used by current novice teachers in rural districts in Illinois. Two main research questions guided this study: 1) How do novice teachers use online collaboration? and 2) How does online collaboration affect their teaching practice? This study consisted of four qualitative case studies. The case studies focused on participants who were current novice public K-12 teachers of mathematics employed in rural districts in Illinois. Three of the cases were elementary teachers, and one case was a secondary mathematics teacher. To triangulate the data, three types of data were collected from the teachers. Individual structured interviews, collection of artifacts, and an analysis of online collaboration were completed and analyzed. Analysis of the online collaboration created by one of the participants in the forms of blog entries and Twitter posts was also completed. The first research question indicated that novice teachers used online collaboration to gain ideas and curriculum material, to overcome lack of preparation and support, to enhance classroom environment, and to share ideas and resources. The results from the second research question indicated that online collaboration has impacted novice teachers' practice in several ways. It promoted teacher reflection and encouraged them to implement new teaching methods or strategies. It also encouraged them to adapt resources to meet their curriculum needs and allowed them to discover new teaching methods and strategies. Recommendations for follow-up studies include the use of focus groups rather than individual structured interviews, lengthening the time of the study to include a full school year, and a change in setting to avoid certain technical difficulties. Additionally, research should be completed on the long-term effects of online collaboration on novice teachers and whether they continue to use it as they gain more experience.
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Warner, Wendy Jacklyn. "Career experiences of novice urban agriculture teachers." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015607.

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Farnan, Shantel. "Professional Collaboration Experiences| Perceptions of Novice Teachers." Thesis, University of Missouri - Columbia, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10629009.

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There is a gap in the research regarding structured collaborative processes and experiences that draws a parallel to the disconnections discovered between what is needed to be a successful teacher candidate in the field and what is taught through coursework and the lack of authentic experiences in teacher preparation programs such as collaboration. This qualitative case study seeks to expand the extant research by understanding and identifying perceptions and comfort with collaboration, as well as its impact. The study outlined one universities approach to strive to meet the competencies for accreditation and prepare highly effective professional educators with a focus on collaboration. This qualitative case study investigated the perceptions of novice teachers regarding ways in which collaboration impacted them and their teaching experiences and examined the perceptions of these novice teachers and their comfort with collaboration during their induction period.

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McElroy, Gloria Freels. "Novice Teachers Perceptions of Prior Mentoring Experiences." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1491.

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More than 50% of novice educators leave the profession in the first 5 years of service. Novice educators were defined as educators with 5 or fewer years of teaching experience. The State of Tennessee has estimated the cost for that decision to around $28,000.00 per teacher for each local educational authority. Many researchers believe mentoring increases novice satisfaction in the classroom. Even though many enter the field of education, Freedman and Appleman (2009) found that teachers leave the profession in rates higher than other professions. Ingersoll and Merrill (2010) showed the annual turnover rate for teachers was higher than for professions like lawyers, engineers and professors. The purpose of this study was to discuss the role of mentoring in the preservice preparation of novice educators. This study included 10 novice participants with differing preservice mentoring. They were novices with traditional student teaching preservice preparation, year-long internship preparation, urban specialist year-long internships, and alternative licensures featuring a 3-week preservice preparation. Qualitative interviews were conducted in face-to-face individual sessions. After county approval participants were identified and later consented to the study. An interview guide was used and all participants signed the Informed Consent Document. During the interview process participants noted the importance of preservice mentoring. Commonalities perceived were the similarity of Millennials to "make a difference",¥ the desire to teach, and those who had "good" preservice mentoring believed it was more important to their level of job satisfaction than those who did not have "good" preservice mentors. Preservice mentoring was embraced by those with access, and those participants without a "good" preservice mentoring experience expressed a desire to have had "good" preservice mentoring. Preservice mentoring was not found as essential to the retention of novice teachers interviewed in this study. All participants indicated they intend to retire in the educational profession regardless of their preservice mentoring. Recommendations derived from this study included extending preservice requirements for alternative programs and a change in the scope of collegiate work during a novice's preservice training.
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Books on the topic "Novice teachers"

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Lu, Xiaoli. Novice Mathematics Teachers’ Professional Learning. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1.

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From trainee to teacher: Reflective practice for novice teachers. Sheffield, UK: Equinox Pub. Ltd, 2016.

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McCarney, Stephen B. The novice educator's guide. Columbia, MO (800 Gray Oak Dr., Columbia 65201): Hawthorne Educational Services, 1991.

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Mentoring novice teachers: Fostering a dialogue process. Arlington Heights, Ill: Skylight Professional Development, 2000.

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Mentoring novice teachers: Fostering a dialogue process. 2nd ed. Thousand Oaks: Corwin Press, 2006.

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Beynon, Carol A. Learning-to-teach: Cases and concepts for novice teachers and teacher educators. Toronto: Prentice Hall, 2001.

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Goor, Mark B. To think like a teacher: Cases for special education intern and novice teachers. Boston: Allyn and Bacon, 2002.

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Building strong music programs: A handbook for preservice and novice music teachers. Lanham, Md: Rowman & Littlefield Education, 2009.

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Ribas, William B. Maximizing teaching success: A book for novice teachers, veteran teachers newly hired to a district, their supervisors, their mentor teachers, district mentor/induction coordinators and human resources professionals. Westwood, MA: Ribas Publications, 2003.

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A, Boshuizen Henny P., Bromme Rainer 1951-, and Gruber Hans 1960-, eds. Professional learning: Gaps and transitions on the way from novice to expert. Dordrecht: Kluwer Academic Publishers, 2004.

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Book chapters on the topic "Novice teachers"

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Lu, Xiaoli. "Literature Review and Theoretical Framework." In Novice Mathematics Teachers’ Professional Learning, 7–33. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_2.

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Lu, Xiaoli. "The Mentorship For Doris, Jerry, And Tommy." In Novice Mathematics Teachers’ Professional Learning, 145–55. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_7.

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Lu, Xiaoli. "The Case of Tommy." In Novice Mathematics Teachers’ Professional Learning, 119–43. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_6.

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Lu, Xiaoli. "Discussion And Conclusion Of The Study." In Novice Mathematics Teachers’ Professional Learning, 157–83. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_8.

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Lu, Xiaoli. "The Case of Jerry." In Novice Mathematics Teachers’ Professional Learning, 93–118. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_5.

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Lu, Xiaoli. "Research Methodology and Study Design." In Novice Mathematics Teachers’ Professional Learning, 35–60. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_3.

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Lu, Xiaoli. "Introduction." In Novice Mathematics Teachers’ Professional Learning, 1–6. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_1.

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Lu, Xiaoli. "The Case of Doris." In Novice Mathematics Teachers’ Professional Learning, 61–92. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_4.

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Johnson, Karen E., Deryn P. Verity, and Sharon S. Childs. "Reconceptualization in Novice L2 Teacher Reasoning." In Praxis-oriented Pedagogy for Novice L2 Teachers, 173–200. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003268987-13.

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Llinás, Pablo, Estefanía Martín, Isidoro Hernán-Losada, Miguel A. Gutiérrez, Gill Clough, and Anne Adams. "Authoring Tools Supporting Novice Teachers Identifying Student Problems." In Design for Teaching and Learning in a Networked World, 592–95. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24258-3_66.

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Conference papers on the topic "Novice teachers"

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Simon, Eitan, and Aviva Hazel Dan. "The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges ." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5461.

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The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges .The first year in the field of teaching after finalising the formal training is a year of great expectations and anticipation on the side of the novice teachers, as well as feelings of nervousness and lack of confidence. The literature addresses this subject from the aspect of teachers in school, where it has been found that it is a period of challenges, dilemmas and difficulties. Little though has been written from the aspect of kindergarten teachers. The authors assumed that novice kindergarten teachers experience similar experiences. During this first year, it is obligatory for the novice kindergarten teachers to attend a professional development workshop. The aim of the workshop is to provide a significant support system for the novice teacher in this challenging year. The aim of this research was to examine the novice kindergarten’s dilemmas and challenges in this critical first year, and their attitudes towards the professional development workshop concerning the relevance of the workshop in assisting the kindergarten teachers in dealing and coping with the dilemmas that arose from the field. The findings indicate that the novice kindergarten teachers, experience similar dilemmas in their first year in the field as teachers. It was also found that the workshop was not a significant factor in helping the novice kindergarten teachers cope with this challenging experience. This leads to the conclusion that it is necessary to revaluate this framework in order to making it a place of significance for the novice kindergarten teachers. Key words: Novice kindergarten teachers: Professional Development workshop:
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Bowen, Brian. "Novice teachers interpretation of fractions." 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.42.2020-133.

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Wan, Sally Wai-Yan. "Social Norms and Teacher Leadership: From Novice Teachers' Perspective." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577414.

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Ismagilova, Liliya R. "Novice Teachers Competency Through Scientific Research." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.37.

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Chen, Bin, and Yuanyuan Zhang. "Novice English Teachers’ Learning to Teach." In 2015 International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icadce-15.2015.181.

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Seals, Cheryl. "Visual programming for novice programmer teachers." In the 2005 conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1095242.1095254.

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Seals, C. "Visual programming for novice programmer teachers." In 5 Richard Tapia Celebration of Diversity in Computing Conference. IEEE, 2005. http://dx.doi.org/10.1109/rtcdc.2005.201638.

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Quaynor, Laura. "Novice Teachers' Perspectives on Preservice Teacher Preparation for Multilingual Learners." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1432363.

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Bar-On, Sari, and Bella Gavish. "ROLE PERCEPTION OF NOVICE TEACHERS: GENERAL EDUCATION TEACHERS VS. SPECIAL EDUCATION TEACHERS." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0019.

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Laats, Eveli. "Novice Teachers’ Satisfaction with Teacher Preparation and Recommendations for Improving Teacher Training." In 3rd International Conference on Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icetl.2020.02.29.

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Reports on the topic "Novice teachers"

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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.
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Saavedra, Juan, Dario Maldonado, Lucrecia Santibanez, and Luis Omar Herrera Prada. Premium or Penalty? Labor Market Returns to Novice Public Sector Teachers. Cambridge, MA: National Bureau of Economic Research, November 2017. http://dx.doi.org/10.3386/w24012.

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Daniels, Jacqulyn. The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6284.

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Mitchell, Nancy. An Action Research Study to Determine the Feasibility of Using Concept Maps as Alternative Assessments by a Novice Teacher. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.603.

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