Journal articles on the topic 'Novice teachers'
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1
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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Akın, Fatma Nur, and Esen Uzuntiryaki-Kondakci. "The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers." Chemistry Education Research and Practice 19, no. 1 (2018): 80–105. http://dx.doi.org/10.1039/c7rp00165g.
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We examined the interactions among pedagogical content knowledge (PCK) components of novice and experienced chemistry teachers in teaching reaction rate and chemical equilibrium topics in this qualitative multiple-case design study. For this aim, three chemistry teachers who had different levels of teaching experience in chemistry teaching were selected through a process of purposeful sampling. Multiple types of data were gathered through more than two months. In order to collect and triangulate data, a card-sorting activity, a Content Representation (CoRe) tool, semi-structured interviews, observation of instruction, and field notes were utilized. Data were analyzed through three approaches: in-depth analysis of explicit PCK, the enumerative approach, and constant comparative methods. The results revealed eight characteristics of the interactions of the PCK components: (a) the novice teacher's orientations towards science, in contrast to the experienced teachers’, were more broad and non-specific, which impeded the interactions among the components, (b) the interplay of the PCK components was idiosyncratic and topic specific, (c) the novice teacher's PCK maps were fragmented while the experienced teachers’ PCK maps were integrated, (d) the experienced teachers, in contrast to the novice teacher, interacted more than two PCK components in most of their teaching fragments, (e) knowledge of learner, knowledge of curriculum and knowledge of instructional strategies were central in the interplays of all teacher maps, (f) the experienced teachers were more successful than the novice teacher in translating their knowledge into practice in terms of the integration among PCK components, (g) teacher self-efficacy appeared to play a role in their use of PCK components and constructing interactions among them, and (h) all teachers taught the same topics with similar lesson plans and the same instructional materials; however, they differed in terms of how they connect the PCK components. Implications and suggestions for teacher education and science education research are presented.
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Lim, Sungman, and Soyoung Yun. "NARRATIVES OF THREE NOVICE IN-SERVICE SCIENCE PRIMARY SCHOOL TEACHERS: THEIR JOURNEY OF ACHIEVING TEACHER AGENCY AND TEACHER BELIEF." Journal of Baltic Science Education 21, no. 6 (December 10, 2022): 1040–51. http://dx.doi.org/10.33225/jbse/22.21.1040.
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This study explores the phenomenon of 'school adaptation of novice primary school teachers' in the process of entering their actual primary school field. This study also studies the achievement of teacher agency and their teacher belief establishment procedure as novice teachers, not only in the actual teaching context but also as teachers who faced a special situation where their given role was different from what they learned from their university life. This study used a 'narrative' methodology. Narrative inquiry starts with 'researcher's narrative', which begins with the researcher's own story. The participants joined in interviews and submitted their teaching diaries. The participants of this study were three novice in-service teachers who were newly assigned to their primary schools. The research results are as follows. First, the novice primary school teachers achieved teacher agency while adjusting themselves to the school for a year. Second, novice primary school teachers did their best in terms of preparing for their classes in the process of being familiar with their schools’ culture and system. This study highlighted the need for dual support of teaching and administrative tasks for novice primary school teachers. Keywords: designing science lesson, novice teacher, science education, teacher agency, teacher education
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Bettini, Elizabeth A., Nathan D. Jones, Mary T. Brownell, Maureen A. Conroy, and Walter L. Leite. "Relationships Between Novice Teachers’ Social Resources and Workload Manageability." Journal of Special Education 52, no. 2 (May 14, 2018): 113–26. http://dx.doi.org/10.1177/0022466918775432.
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Novice special education teachers (SETs) consistently report feeling overwhelmed by their workloads, and their perceptions of their workloads predict outcomes of concern, such as burnout and plans to quit teaching. Yet, to date, research provides few insights into feasible strategies school leaders could use to help novices better manage workloads. Therefore, we examined how school social resources contribute to novice SETs’ and general education teachers’ (GETs) perceptions of workload manageability. We found that novice SETs’ perceptions of workload manageability were predicted by instructional interactions with colleagues and schools’ cultures of collective responsibility for students with disabilities, but not by instructional interactions with mentors. The pattern of relationships differed for GETs, suggesting different populations of novices may benefit from different supports.
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Ally, Mussa Shabani, and Daphina Libent-Mabagala. "Examining the Effectiveness of Mentoring Process in Developing Teaching Competencies of Secondary School Novice Teachers: A Case of Mbeya Region in Tanzania." European Journal of Education and Pedagogy 3, no. 3 (June 14, 2022): 156–59. http://dx.doi.org/10.24018/ejedu.2022.3.3.355.
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Mentoring programmes are cost effective for both novices and practicing secondary school teachers as when carried out earlier, become competent and confident. Yet, a few studies have been conducted in Tanzania in particular Mbeya region on the matter. The study examined the effectiveness of mentoring process in developing teaching competencies of the secondary school novice teachers in Mbeya region, Tanzania. Padua’s theory, Social cognitive theory and Herzberg two factor theories guided the study. Case study design with mixed approaches was used. A sample size of 110 novice and experienced teachers was administered with questionnaires and interview guide respectively. Descriptive statistics aided in analysing quantitative data while content analysis served for qualitative data. The findings revealed that mentoring programs resulted into confidence and command among novice teachers where mentors cultivate specific ideas among mentees in facilitating teaching and learning. Yet, mentoring programs contributed to the professional development of novice teachers with personal support to cope with their new work environment. It was concluded that mentorship effectively develops novice teachers’ competencies and recommended that mentors should cultivate further understanding of how to help novice teachers and how to create mentoring goals to support novice teachers’ progress in the beginning of their teaching career.
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Ewing, Lee-Ann. "Mentoring novice teachers." Mentoring & Tutoring: Partnership in Learning 29, no. 1 (January 1, 2021): 50–69. http://dx.doi.org/10.1080/13611267.2021.1899585.
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COBANOGLU, Fatma, and Zeynep Ayvaz-Tuncel. "Teacher Induction Program: First Experience in Turkey." International Education Studies 11, no. 6 (May 29, 2018): 99. http://dx.doi.org/10.5539/ies.v11n6p99.
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Perspectives on beginning teachers’ possible problems and their reasons force many of the countries to develop teacher induction programs. Teacher induction programs are extensive, consistent and ongoing professional processes aiming to train, support, and protect novice teachers. In Turkey, the process of “teacher induction program” which has been initiated in 2016 is a regulation to train novice teachers for six months. The rationale of the program for the novice teachers is to have more practical experience and in turn to teach effectively in their classrooms. As each new regulation can be accompanied by some obscurities, scientific research will serve to increase the quality of the processes and practices in teacher induction programs. In this sense, the current research aims to determine the views of 357 novice teachers on the goal achievement of the teacher induction program. A questionnaire form was developed to collect the data consisting of 43 questions one of which is an open-ended question. Results suggested that preservice education and teacher induction program have similar contributions in regard to the goal achievement of the teacher induction program. Moreover, considering the process as a whole, the mentor has an important role in the development of novice teachers.
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Chychuk, Antonina. "Novice Teachers’ Infusion into Pedagogical Activity at American Schools." Comparative Professional Pedagogy 6, no. 2 (June 1, 2016): 33–39. http://dx.doi.org/10.1515/rpp-2016-0015.
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Abstract The article deals with innovations used in the USA to assist novice teachers with adaptation to professional activity. It has been found out that the experience in implementing support programs for novice teachers and introducing the position of a mentor at schools is an extremely innovative system of novice teachers’ adaptation in the USA. The analysis of pedagogical scientific works proves that novice teachers participate in different support programs: they attend seminars and conferences; they are offered to apply optimal approaches to student learning, attend lessons conducted by highly qualified teachers and analyze such lessons; a mentor is appointed for each novice teacher for the period of 2-5 years who assists him/her with writing personal professional development plan, lesson planning, teaches how to solve complicated pedagogical problems, analyze and define strong and weak sides of pedagogical activity that should be improved. Various support programs for novice teachers, organization and content of the educational process are different in American states, districts and schools, assist with improving knowledge obtained at university and serve as an intermediate stage between study programs and professional development during the whole period of teaching. We consider the abovementioned achievements to be worth further investigation. Moreover, positive aspects of such experience can be effectively implemented into the practice of secondary and high schools in Ukraine.
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Zhukova, Olena, Ilona Fjodorova, and Dzintra Iliško. "Novice Teachers’ Beliefs and Knowledge about Education for Sustainable Development." Acta Paedagogica Vilnensia 44 (September 1, 2020): 34–44. http://dx.doi.org/10.15388/actpaed.44.3.
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Incorporating education for sustainable development (ESD) into the curriculum is one of the main priorities of education policy in Latvia and internationally. Implementation of ESD relies greatly on individual teachers’ beliefs, enthusiasm, theoretical knowledge and practical expertise. It is widely recognized that teachers’ beliefs influence their decisions about the curriculum, pedagogy and assessment. While teachers’ beliefs and general pedagogical knowledge receive considerable attention in teacher education research worldwide, novice teachers’ beliefs and knowledge regarding sustainability and ESD are not widely discussed despite the widespread assumption that teacher’s preparedness and intention to teach ESD tend to be motivated by the beliefs and knowledge a teacher holds. Some education researchers argue that novice teachers tend to have limited understanding of sustainability and ESD. The aim of the research described in this article was to reveal the range of ways in which a sample of 32 volunteer novice teachers in Latvia perceive, understand and experience ESD, as well as how ESD relates to their professional practice. A phenomenographic approach is applied in this study. Data collection methods include semi-structured interviews, written questionnaires, and focus group discussions. The study revealed a range of ways in which novice teachers conceptualize sustainability and ESD. The insights from this research might serve to inform teaching and learning practices in the undergraduate and postgraduate teaching courses and to prepare teachers more adequately to implement ESD.
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Abdurrahmani, Tidita. "THE TEACHER QUALIFICATION SCHEME: A CASE OF ALBANIA." Problems of Education in the 21st Century 55, no. 1 (July 10, 2013): 11–27. http://dx.doi.org/10.33225/pec/13.55.11.
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The study aims to analyse the results of “Teacher Qualification Exam” in Albania, and to link these results with teacher preparation curricula taught in public universities. The methodology of research includes desk research on the literature about curricula and teacher continuous professional development, elaboration of the results of the testing of 3064 teachers, analysis of the university teacher preparation curricula in terms of skills development, the elaboration of the results of questionnaires developed by novice teachers, and in depth interviews with students graduating from the education departments. As a result, the research shows the relationships amongst the curricula developed in the teacher preparation faculties in Albania, the poor results of novice teachers involved in the induction scheme, and the comparatively low results of teachers pertaining to the third category of the Qualification Scheme (novice teachers having no more than 5 years of teaching experience) in Albania. It is advisable to adopt a better professional development scheme. Key words: desk research, novice teachers, teacher qualification.
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Dagnew, Asrat, and Aster Asrat. "Survey of mentors’ roles in guiding and supporting novice teachers in Dangila district elementary schools, Ethiopia." Global Journal of Guidance and Counseling in Schools: Current Perspectives 9, no. 2 (August 31, 2019): 80–89. http://dx.doi.org/10.18844/gjgc.v9i2.4303.
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The purpose of this study was to assess the roles and responsibilities of mentors in guiding and supporting novice teachers in primary schools of Dangila district. In doing so, an attempt was made to answer the basic questions; Do mentors guide and support novice teachers effectively? What are the conditions that affect the mentoring relationship between mentors and novice teachers? Is there a healthy relationship between mentors and novice teachers? And what are the major problems facing novice teachers? The method used to conduct this study was descriptive survey. Fourteen primary schools in Dangila district were selected using a simple random technique. Before dispatching the questionnaires, a pilot test was conducted and proved by using an alpha coefficient. Its’ internal consistency was 0.85. Mentors, novice teachers and principal respondents were selected randomly to fill out the questionnaire properly. Data gathered from 33 mentors, 63 novice teachers and 14 principals were analysed and interpreted. Furthermore, a portfolio of novice teachers and information obtained through observation was incorporated. The findings of the study indicated that mentors did not guide and support novice teachers effectively, although mentors seem good in knowing their roles and responsibilities. Absence of training, shortage of time and logistic, lack of interest, few numbers of experienced teachers in remote schools and absence of planned regular meeting were identified as crucial factors that affect the mentoring relationship. The relationship between mentors and novice teachers was found good. Accommodating students’ differences, ineffective evaluation and absence of well-developed content knowledge were identified as a problem facing the novice teachers. Providing mentoring training, encouraging experienced teachers to retain in the remote schools for longer years, appropriate support by district expert and sharing experience from experienced teachers are some of the possible solutions.
Keywords: Elementary school, guiding and supporting, mentoring, mentors, novice teacher.
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강경희. "Novice Science Teachers' Perceptions on Teacher Mentoring." Journal of Research in Curriculum Instruction 22, no. 1 (February 2018): 29–37. http://dx.doi.org/10.24231/rici.2018.22.1.29.
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Bakar, Ab Rahim, and Shamsiah Mohamed. "Teacher Efficacy Beliefs Among Novice Malaysian Teachers." International Journal of Learning: Annual Review 16, no. 5 (2009): 497–510. http://dx.doi.org/10.18848/1447-9494/cgp/v16i05/46267.
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Chandran, Vishin Nair, Intan Safinas Mohd Ariff Albakri, Siti Shuhaida Shukor, Noriah Ismail, Mohd Haniff Mohd Tahir, Mazlin Mohamed Mokhtar, and Noraini Zulkepli. "Malaysian English language novice teachers’ challenges and support during initial years of teaching." Studies in English Language and Education 9, no. 2 (May 23, 2022): 443–61. http://dx.doi.org/10.24815/siele.v9i2.22974.
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This study investigates the challenges encountered by Malaysian English language novice teachers throughout the initial years of their teaching. This study also explores the support received by these novice teachers at the beginning of their careers. The mixed-method research design was adopted for this study. A number of 80 novice teachers participated in the study. Data were collected through a questionnaire survey and an interview with five novice teachers. The findings indicated that the most frequent challenges faced by the novice English language teachers were (1) workload challenges, (2) instructional challenges, and (3) social status and identity challenges. The results also showed that the most frequent support received by the novice teachers was collegial support. Based on the findings, one of the most crucial issues to be addressed during the teacher training was equipping the novice teachers with the knowledge and skill in managing their multiple work and responsibilities in schools. Training novice teachers in using various instructional methods, particularly on the use of computer technology is also important. The novice teachers also need to be provided with more professional development courses that can develop their confidence in teaching, help them build a relationship with students and colleagues, and educate them on how to manage their problematic learners. A structured support system with good mentoring practices during the initial years of teaching is also crucial in assisting the novice teachers to adapt to the teaching environment and carry out assigned responsibilities.
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Johnson, Christopher, Alice-Ann Darrow, and Becky J. A. Eason. "Novice and Skilled Music Teachers’ Nonverbal Behaviors and Their Relationship to Perceived Effectiveness and Rapport." Bulletin of the Council for Research in Music Education, no. 178 (October 1, 2008): 73–83. http://dx.doi.org/10.2307/40319340.
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Abstract The purpose of the present study was to determine if a relationship exists between skilled and novice music teachers’ nonverbal behaviors and their perceived effectiveness and rapport. Participants (N = 108) viewed videotapes of four different choral teachers. Two teachers were proficient and experienced, and two were novice. Participants viewed these teachers in the following counterbalanced settings: (a) an accomplished teacher conducting a fine choral ensemble, (b) a novice teacher conducting a poor choral ensemble, (c) an accomplished teacher conducting a poor choral ensemble, and (d) a novice teacher conducting a fine choral ensemble. In order to determine the effectiveness of the teachers’ nonverbal behaviors, participants observed the teachers under one of four conditions: audio/video, audio-alone, video-alone, and transcript-only of the teaching episodes. Participants wrote observational comments and gave each teacher a numeric rating for rapport and effectiveness. Results of data analysis indicated that the evaluations of rapport and effectiveness were highly related (r = .85). Except for teacher #1 in the transcript-only condition, expert teachers were rated higher than novice teachers. The positive/negative comment ratio was generally reflective of the evaluative score. Both quantitative and qualitative analyses indicate that teachers’ ratings and comments were influenced by the evaluators’ ability to observe the teachers’ nonverbal behaviors under the various conditions, and that the greatest percentage of expert teachers’ comments were related to nonverbal behaviors. In all but the transcript-only condition for one teacher, effective teaching (as determined by previous research using the same stimuli) was evaluated as such.
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Baldinger, Erin E., Sarah Kate Selling, and Rajeev Virmani. "Supporting Novice Teachers in Leading Discussions That Reach a Mathematical Point: Defining and Clarifying Mathematical Ideas." Mathematics Teacher Educator 5, no. 1 (September 2016): 8–28. http://dx.doi.org/10.5951/mathteaceduc.5.1.0008.
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Leading a whole-class mathematics discussion is complex work. The teacher must attend to and respond to student thinking while continually keeping the mathematical goals of the discussion in mind. This work is especially challenging for novice teachers who are just learning to facilitate classroom talk. We present a new sortingtask instructional activity designed to support novice secondary teachers in steering a discussion toward a mathematical point while eliciting and making use of student thinking. We describe our efforts to support novice teachers through learning about, rehearsing, enacting, and reflecting on this sorting task. We document the impact of these supports for the novice teachers, and share ways that other teacher educators can take up this structure.
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Haverly, Christa, Angela Calabrese Barton, Christina V. Schwarz, and Melissa Braaten. "“Making Space”: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science." Journal of Teacher Education 71, no. 1 (September 12, 2018): 63–79. http://dx.doi.org/10.1177/0022487118800706.
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Scholarly calls to reform science education for all students emphasize scientific sense-making. Despite the importance of sense-making, few strategies exist to help novice teachers learn to notice and respond equitably to students’ scientific sense-making in elementary science. In this article, we report on a qualitative case study in which we investigated sense-making moments that occurred when novice teachers facilitated classroom discussions. Findings suggest that when novice teachers made space in class discussions for sense-making—for example, by trying different responses to clarify student ideas or waiting before responding to figure out next steps—this expanded opportunities for shared epistemic authority; however, novices did not often recognize these moments as productive for sense-making. Findings also suggest that novice teachers may benefit from support to help them develop their abilities to notice, interpret, and respond equitably to students’ scientific sense-making in class discussions.
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Yuzulia, Irza. "EFL Teachers’ Perceptions and Strategies in Implementing Learner Autonomy." Linguists : Journal Of Linguistics and Language Teaching 6, no. 1 (July 13, 2020): 36. http://dx.doi.org/10.29300/ling.v6i1.2744.
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Learner autonomy is essential in order to make the students become responsible for their own learning. However, it does not mean that the students are fully independent of their own learning. The teacher’s roles and presence are important to introduce the students to the concept of autonomous learning as well as to promote strategies to foster learner autonomy. This study aims to find out the teachers’ perceptions of the concept of learner autonomy and to find out the strategies used by the experienced and the novice English teacher to implement learner autonomy. This qualitative study was conducted in public senior high schools in Bandung. An experienced and a novice English teacher were involved in this study. The data in this study were collected through observation, interview and questionnaire. The study revealed that experienced and novice teacher hold almost the same perceptions that autonomy means the students’ active role in managing their own learning. The teachers pointed out that autonomous learning gives benefits to students’ learning. However, the experienced teacher was more optimist than the novice teacher regarding the possibility to promote learner autonomy which affects their classroom practices to promote learner autonomy. It is proved that the experienced teacher offers more strategies since she believed that learner autonomy is applicable for all language learners despite students' ages, levels of proficiency and cultures. It was found that the teachers used blogs, self-journal, videoconference and collaboration as strategies to promote learner autonomy.
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Lee, Ssang-cheol, Dongyup Lee, and Hyejin Kim. "Analysis on Types of Novice Teachers’ Induction and Impacts of Policy Supports." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 16 (August 31, 2022): 293–305. http://dx.doi.org/10.22251/jlcci.2022.22.16.293.
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Objectives The purposes of this study were to investigate types of novice teachers’ induction and to analyze policy supports. Methods Teaching and Learning International Survey(hereafter TALIS) 2018 data collected by OECD in 2018 were analyzed. Specifically, using responses from elementary school teachers of Korea, latent profile analysis was implemented to identify novice teachers’ induction types. And multinominal logistic analysis was performed to specify policy supports which had impacts on induction types. Results Main findings were as follows. First, novice teachers’ induction was categorized by four types. Second, school size and social capital of individual schools, and policy supports including initial teacher preparation and feedback experiences had impacts on induction types. Conclusions As a result, novice teachers’ induction types were differentiated by contexts and circumstances of individual teachers. Therefore, the individualized and customized policy supports by induction types should be designed for novice teachers’ successful induction process.
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Pogodzinski, Ben. "Administrative context and novice teacher-mentor interactions." Journal of Educational Administration 53, no. 1 (February 2, 2015): 40–65. http://dx.doi.org/10.1108/jea-06-2013-0073.
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Purpose – Mentoring can improve novice teacher effectiveness and reduce teacher attrition, yet the depth and breadth of mentoring can vary greatly within and between schools. The purpose of this paper is to identify the extent to which a school’s administrative context is associated with the focus and frequency of novice teacher-mentor interactions. Design/methodology/approach – By estimating logistic regression models, the author identified the association between novices’ perceptions of their working conditions and the content and frequency of interactions with their formally assigned mentors. Findings – When novice teachers perceived positive administrator-teacher relations in their schools and reported that administrative duties did not interfere with their core work as teachers, they were more likely to frequently interact with their mentors around issues of curriculum. Research limitations/implications – Studies of new teacher induction need to more fully account for elements of school-level organizational context which influence novice teacher-mentor interactions, specifically related to administrative decision making and climate. Future research should seek to identify the extent to which formal policy related to new teacher induction is supported by broader elements of the organizational context. Practical implications – In addition to implementing sound formal policies related to teacher mentoring, school administrators should seek to foster a school climate that promotes administrator-teacher and teacher-teacher collaboration to promote improved teacher mentoring. Originality/value – This study builds upon previous research by drawing attention to the association between broad measures of school-level administrative context related to the quality of working conditions and teacher mentoring.
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Mhlaba, Rabella Esther, and Mmushetji Petrus Rankhumise. "Mentoring novice natural science teachers: a case study in the Gauteng province." South African Journal of Education 42, no. 1 (February 28, 2022): 1–13. http://dx.doi.org/10.15700/saje.v42n1a2003.
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The study reported on here was undertaken to understand the impact of mentoring novice science teachers. The study was conducted within the Gauteng province, because there have been many debates and concerns on the necessity to devise ways of improving the understanding of science in schools in the province. The purpose of this study was to understand the effects and impact of mentoring novice natural science teachers within the Gauteng province. We used the qualitative research approach and this was motivated by the need to understand the perceptions and experiences of the research participants. Purposive sampling was used as sampling method to select novice science teachers and relevant teachers to be part of the sample. Through the use of semi-structured interviews as data collection method, it was discovered that mentoring of novice teachers refers to the method of empowering new teachers to be effective in their work-related tasks to become true professionals in the academic profession. We concluded that several mentoring initiatives and mechanisms were used to assist novice teachers. Among these programmes, training, skills development and technical support to enhance communication skills and manage the curriculum were underscored. We concluded that the mentoring of novice teachers was important within Gauteng, as it raised awareness and lead to expert science teachers being equipped with a wide range of skills to achieve the best results in the classroom. Mentoring also capacitates novice teachers on how to handle laboratory equipment and chemicals to benefit learners. We also gathered that mentoring had a direct impact on novice science teachers. It lead to the creation of an effective and excellent teaching environment, resulted in higher levels of teacher retention and improved teachers’ service delivery. It also strengthened the emotional and psychological well-being of teachers. We thus recommend training, development, and the allocation of finances towards enhancing the mentoring of novice science teachers.
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Anthony, Anika Ball, Belinda G. Gimbert, Jeremy B. Luke, and Marie Hoffman Hurt. "Distributed Leadership in Context: Teacher Leaders’ Contributions to Novice Teacher Induction." Journal of School Leadership 29, no. 1 (January 2019): 54–83. http://dx.doi.org/10.1177/1052684618825086.
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Research has affirmed the importance of principals and mentors in supporting novice teachers; however, little is known about how teacher leaders contribute to this work. We employed a mixed methods design to examine teacher leaders’ contributions to induction by surveying principals, teachers, and other staff ( n = 246) and interviewing teacher leaders ( n = 8). We analyzed data using rank-order and constant comparative analyses. Teacher induction tasks were distributed across teacher leaders, principals, mentor teachers, and other positions. Teacher leaders primarily contributed to professional development and promoting collaboration. They mediated support from colleagues by advancing principal-initiated structures for collaboration, referring novice teachers to experienced teachers, requesting principal support, and recommending induction program improvements. Findings have implications for how leader preparation programs and central office supervisors prepare and support principals and teacher leaders with communicating responsibilities, monitoring workloads, and coordinating distributed leadership for school improvement, particularly in the context of supporting novice teachers.
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Ghajarieh, Amir, Nastaran Jalali, and Mohammad Amin Mozaheb. "An investigation into the classroom talk of Iranian EFL novice vs. experienced teachers." Register Journal 12, no. 2 (November 27, 2019): 100–125. http://dx.doi.org/10.18326/rgt.v12i2.100-125.
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This study investigates the classroom talk of Iranian EFL novice versus experienced teachers with emphasis on the quality of communicative features through a linguistic lens provided by the SETT (Self-Evaluation of Teacher Talk) framework and TTFS (Teacher Talk Functional Scale) checklist. In so doing, 10 intermediate-level classrooms running by five novice and five experienced teachers were observed, each case twice. Eight distinctive communicative features of TT emerged upon the initial analysis of database obtained from the audio-recordings of 20 class sessions, totaling 30 hours of naturally generated input. Subsequently, the audio-recorded materials were carefully transcribed and analyzed in correspondence with the observation data in an attempt to compare how novice and experienced teachers present their talk. The results indicated both novice and experienced teachers enact communicative aspects of classroom talk; however, the quality of presentation in the case of the experienced group was far better. This in turn highlights the importance of raising awareness regarding TT features in teacher training courses. New communicative aspects of teacher talk highlighted in this study, including the use of L1 and language gradation, would help define new research paths exploring the classroom discourse. Further research inspired by this study needs to explore other aspects of teacher-student interactions in various educational settings. Keywords: classroom talk, teacher talk, discourse, novice teachers, teacher education
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Farikhah, Ni'matul. "A Novice Teacher’s Familiarity with Assessment for Learning in EFL Classroom." VELES: Voices of English Language Education Society 6, no. 2 (October 30, 2022): 500–511. http://dx.doi.org/10.29408/veles.v6i2.6589.
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This case study aims to find out a novice teacher's knowledge of assessment for learning (AFL) and which AFL strategies are frequently used and considered helpful to enhance students' English proficiency. This study digs into the experience of an English teacher who has been teaching for two years in a secondary school in South Sumatra, Indonesia. The data of the study were mainly obtained from interviews and teaching artifacts. The collected data were then analyzed using thematic analysis. The study revealed that the teacher’s understanding of AFL is sufficient to implement AFL. On the other hand, support from the principal, fellow teachers, and students for the teacher to conduct the AFL was perceived as lacking. Despite the limitations, the teacher reported an attempt to conduct AFL using several strategies. Sharing learning intentions and success criteria with students, asking questions, and classroom discussion are among the strategies that are considered helpful. In contrast, teacher feedback and self and peer assessment are considered less effective. The findings imply a lack of teachers’ professional competence, particularly in conducting AFL. Suggestions are drawn to address the issues.
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Ghimire, Nani Babu. "Teacher education courses: Are they germane to classroom practice for novice teachers?" Journal of NELTA 23, no. 1-2 (December 30, 2018): 105–15. http://dx.doi.org/10.3126/nelta.v23i1-2.23354.
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The article analyses novice teachers’ perception on the pre-service teacher education courses of English at Tribhuvan University (TU) and to describe their beliefs and satisfaction on teaching profession. It also aims to describe novice teachers’ practice to implement the acquired knowledge and skills of these courses in their teaching field. Narrative inquiry was adopted as a research method and three novice teachers of community school of Sindhuli were selected as informants following purposive sampling technique. The semi-structured interview was used in order to elicit in depth data from the participants. Content analysis framework was used to analyse data by developing main themes into codes and using them to look for relevant features in the text. The findings divulge that pre-service teacher education courses are supportive and satisfactory for novice teachers as it provides methodological skill and theoretical knowledge to them to teach in the classroom. The novice teachers, who strongly believe in the teaching profession, also think that the contents are theoretically appropriate but they lack some practical applications.
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Kim, Hyun Soo, and Tae-Young Kim. "Impact of Motivational Languaging Activities on Novice English Teachers’ Motivation: An Activity Theory Perspective." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 36 (June 11, 2021): 139–57. http://dx.doi.org/10.30827/portalin.v0i36.15909.
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The study aims to explore the influence of languaging on novice English teachers’ motivation and to investigate the uniqueness of each English teacher’s reactions to motivational languaging activities (MLAs) from an Activity Theory (AT) perspective. Three novice English teachers at secondary schools in South Korea were interviewed using questions based on an AT framework, and they completed six sets of MLAs consisting of two parts: motivation and languaging. Our findings indicated that the two relatively motivated teachers could use MLAs to develop their ideal teacher identity and improve their teaching confidence. By participating in MLAs, a demotivated teacher can reshape her thoughts regarding teaching and motivate herself again. It has also been shown that MLAs can mediate participation in an imaginary teacher community, possibly leading to enhancement of L2 teacher motivation, but that this also might not occur depending on one’s teacher agency.
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Johnson, Harlan R. "Help for Novice Teachers." NASSP Bulletin 70, no. 489 (April 1986): 117. http://dx.doi.org/10.1177/019263658607048926.
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Moslehi, Parvinsadat, and Hadi Salehi. "Relationship between Reflective Teaching and Teacher Autonomy among Iranian EFL Experienced and Novice Teachers." Journal of Practical Studies in Education 2, no. 5 (August 2, 2021): 1–10. http://dx.doi.org/10.46809/jpse.v2i5.28.
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The present study was an attempt to examine the relationship between reflective teaching and teacher autonomy among Iranian EFL experienced and novice teachers. The study was conducted with a sample of 100 EFL teachers that were selected by convenience sampling from language institutes in Isfahan, Iran. In order to neutralize the role of gender, as an intervening variable, an equal number of male and female participants were invited to take part in the study. Out of participants, 50 of them were experienced and 50 were novice teachers (those teachers who had fewer than five years and more than five years of teaching experience were considered novice and experienced participants). The participants were requested to fill out two questionnaires measuring reflective teaching and teacher autonomy. The descriptive statistics as well as inferential statistics were employed to analyze the data. The findings showed that there was a strong positive relationship between the experienced teachers' reflective teaching and their teacher autonomy and there was a moderate positive relationship between the novice teachers' reflective teaching and their teacher autonomy. The results of the present study will be useful for EFL teachers to have effective teaching. Obviously, reflective teaching would help teachers to foster their independence.
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Yetkiner, Alper, and Fatma Bıkmaz. "Novice teachers’ views on induction practices in Turkey." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, no. 1 (June 30, 2019): 91–122. http://dx.doi.org/10.31704/ijocis.2019.005.
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The aim of this study is to identify the opinions of the novice teachers about the problems experienced during the induction process and the fields of training needed to overcome these problems so as to contribute to the their professional development. This study was conducted with survey research model and the study group consisted of 812 novice teachers. As a result of the research, it was determined that the novice teachers mostly thought that they would not have problems. In addition, It was found out that they believed that individuals taking part in the education process of the novice teacher training the tasks undertaken and the aims of the education process were appropriate. They believed that there six months extention of their nomination starting from September, having them prepare files should be abolished. In line with the results of study, It was proposed to conduct the process of novice teacher education in the place of duty, provide the documents online, and to evaluate the supervisor teachers and school administrators as well.
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Idrus, Ridwan Laode, Baharullah Baharullah, and Sitti Fithriani Saleh. "Technological Pedagogical Content Knowledge (TPACK) Profile Elementary School Teachers on Geometry Materials Judging from Teaching Experience." Buana Pendidikan Jurnal Fakultas Keguruan dan Ilmu Pendidikan 18, no. 2 (September 28, 2022): 224–34. http://dx.doi.org/10.36456/bp.vol18.no2.a5422.
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This study aims to describe the teacher's TPACK profile on geometry material in terms of teaching experience in each TPACK component consisting of: (1) Kindergarten; (2) CK; (3) PK; (4) TPK; (5) TCK; (6) PCK; and (7) TPACK. This research was conducted at SD Negeri Sungguminasa IV, Gowa Regency using a qualitative descriptive method with data collection techniques through observation and interviews with experienced and novice teachers. The results of the study show that: (1) TK beginners and experienced teachers have the same ability to understand and utilize technology; (2) CK for beginners and experienced teachers have not mastered the geometry material well; (3) PK novice teachers and experienced teachers there are differences in the application of learning methods; (4) TPK for novice teachers and experienced teachers have the same ability to use technology in learning activities; (5) TCK beginner teachers and experienced teachers have the same ability and are good at utilizing technology to present learning materials; (6) PCK novice teachers and experienced teachers have differences in the application of learning methods, beginners use the lecture method monotonously, while experienced teachers use more varied methods; and (7) TPACK for novice teachers and experienced teachers, there are differences in the application of learning methods, such as the ability of PK and PCK.
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Makhananesa, Joseph Lesiba, and Mmalefikane Sylvia Sepeng. "Exploring Threats to Novice Teachers’ Development in Selected Secondary Schools in South Africa." International Journal of Learning, Teaching and Educational Research 21, no. 12 (December 30, 2022): 260–72. http://dx.doi.org/10.26803/ijlter.21.12.14.
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Newly appointed teachers in the profession encounter challenges that impact their professional development possibilities and potential. The first five years in the teaching profession are delicate and fragile. This is the era where growth and development are gathered through classroom practices. This article seeks to explore any potential threats to these teachers’ development prospects. This can be incomplete without perusing related literature and teacher development theories. This study is qualitative and interpretive in nature and involved 23 participants who were novice teachers, school management team members and school principals. The theories of teacher change and social learning theory were used as the theoretical framework. Teacher change theory argues that change can happen when teachers come across valuable experiences and knowledge in the course of life. Empirical evidence was authenticated through interviews from purposively selected schools in the Mopani district in South Africa. This paper was authored to help education authorities, teacher unions, and school management hierarchies with relevant teacher development practices that can mitigate threats to novice teacher development. One compelling finding was that most of the difficulties accompanying novice teachers’ development were beyond the novice teachers’ control while in certain instances; teachers’ attitudes need to improve. The participants affirmed the need to introduce school-based development programmes that are unique to individuals. The need to regularly monitor and support schools cannot be over-emphasised. The study recommended that the Circuits and the Districts need to take control of their responsibilities for novice teacher development programmes. They should ensure that all programmes are regularly monitored, and schools are allowed to introduce programmes that address their unique professional development needs. Recommendations for future research on the subject are made.
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Powell, Sean Robert. "Structure and agency in novice music teaching." Research Studies in Music Education 41, no. 2 (October 8, 2018): 206–18. http://dx.doi.org/10.1177/1321103x18794514.
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Using multiple interviews and observations, I chronicled the experiences of three novice music teachers in the United States over a 2-year period, including their student teaching internships and first years of in-service teaching. I analyzed these experiences through the lens of strong structuration theory, Stones’s (2005) extension and elaboration of Giddens’s (1984) original structuration theory. My guiding research questions were: a) How do the structures of music teaching within public schools in the U.S. enable and inhibit the agency of novice music teachers? and, b) How do the practices of novice music teachers reproduce, sustain, and change the structures of music education? I discuss how teacher educators, preservice teachers, and in-service teachers can work together in dialogue to assist novice music teachers in cultivating agential resistance by developing perceptions of power/capability, adequate knowledge, and requisite reflective distance.
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Sun, Qiang, and Lawrence Jun Zhang. "Understanding Novice and Experienced Teachers’ Cognitions and Practices for Sustainable Teacher Development: The Case of Form-Focused Instruction in English Language Teaching." Sustainability 14, no. 8 (April 14, 2022): 4711. http://dx.doi.org/10.3390/su14084711.
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Framed in Complexity Theory, this paper presents a multi-case study of Chinese university English teachers’ cognitions and practices about form-focused instruction in English language teaching. Four teachers, including two novice teachers and two experienced ones, were involved in the study. A triangulation method, including semi-structured interviews, classroom observations and stimulated recall interviews, was used to examine and compare their cognitions and practices. Research findings reveal that all teachers favoured focus on form instruction rather than focus on forms instruction in English teaching in their cognitions; however, the two novice teachers failed to implement focus on form instruction in practices, whereas the two experienced teachers carried it out consistently. The result calls for effective teacher education programmes for sustainable teacher development, particularly in sustaining the development of novice teachers’ knowledge about how to implement focus on form instruction in pedagogical practice. The implications arising from this study for L2 teacher education in China and similar L2 contexts are also discussed.
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Booth, Paul, Isabelle Guinmard, and Elizabeth Lloyd. "The perceptions of a situated learning experience mediated by novice teachers’ autonomy." EuroCALL Review 25, no. 1 (June 12, 2017): 76. http://dx.doi.org/10.4995/eurocall.2017.7081.
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<p>With the development of online language learning comes a growing need for courses in language teaching to incorporate educational technologies into course content. The challenge this development poses is how to incorporate educational technologies in teacher education programmes to prepare teachers for online language teaching. This study explores the way in which an authentic environment of English online and at a distance is facilitated by novice teachers and how their perceptions of the experience influence their own autonomy. The article presents how novice teachers cope with the complexity of the design of online materials, their pedagogy and their expectations. Data were collected via semi-structured interviews and novice teachers’ own evaluations of the course. The study found the opportunities and challenges for novice teachers in materials design, more complex roles and course expectations as they self-direct themselves in terms of both their learning and pedagogical skills. These findings suggest that teachers’ perceptions of situated learning can be shaped by their own teacher autonomy.</p>
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Gordon, Evelyn, and K. Alisa Lowrey. "The mentoring web – Coming together to make a difference." Improving Schools 20, no. 2 (May 30, 2016): 178–90. http://dx.doi.org/10.1177/1365480216650310.
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Developing effective novice teachers involves many components. Researchers have studied the impact of principals, induction programs, and mentors on the growth and development of novice teachers. Relationships with college/university faculty, students, parents, and support staff can also impact the growth of these novice professionals. The combination of these components creates a mentoring web that works together to empower the individual teacher as they begin their teaching career. The purpose of this article is to outline the mentoring web components and how the implementation of this web can ensure success for novice teachers in their initial years as professionals in the field of education.
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Sali, Pinar, and Ilknur Kecik. "Challenges of First Years of Teaching in Turkey: Voices of Novice EFL Teachers." English Language Teaching 11, no. 4 (March 25, 2018): 117. http://dx.doi.org/10.5539/elt.v11n4p117.
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The present study aims to describe the challenges as perceived by novice teachers of English as a foreign language (EFL). The participants of the study were seven (7) novice EFL teachers in public primary and secondary schools in Turkey. The data sources include semi-structured interviews, diary entries, video-recorded classroom observations and stimulated recall interviews. The results, discussed in relation to pre-service and in-service teacher education, suggested that the novice EFL teachers started out their pedagogical journey amid competing and interacting challenges.
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Woods, Dawn M., and Anne Garrison Wilhelm. "Learning to Launch Complex Tasks: How Instructional Visions Influence the Exploration of the Practice." Mathematics Teacher Educator 8, no. 3 (June 2020): 105–19. http://dx.doi.org/10.5951/mte.2020.0010.
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This study investigates how the exploration phase of the teacher learning cycle provides 11 novice mathematics teachers with the opportunity to learn about the high-leverage practice of launching a complex task. Findings suggest that the exploration phase of the teacher learning cycle provides novice teachers with opportunities to reflect on how to launch a complex task within the context of their own instructional practice. Because of this opportunity to deeply consider the pedagogical resource and reflect on it, novice teachers’ instructional visions were a filter through which they interpreted key instructional strategies offered up during the exploration phase of the teacher learning cycle. Further, the authors discuss three key takeaways for teacher educators who are attempting to implement the teacher learning cycle into their teacher education coursework.
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Clark, Lawrence M., Jill Neumayer DePiper, Toya Jones Frank, Masako Nishio, Patricia F. Campbell, Toni M. Smith, Matthew J. Griffin, Amber H. Rust, Darcy L. Conant, and Youyoung Choi. "Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions." Journal for Research in Mathematics Education 45, no. 2 (March 2014): 246–84. http://dx.doi.org/10.5951/jresematheduc.45.2.0246.
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This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. A professional background survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings and implications for mathematics teacher education.
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Akram, Sehar, Ayesha Butt, and Saima Farah. "A Study of Anxiety among Novice ESL Teachers at Higher Secondary Level." Global Language Review VII, no. I (March 30, 2022): 267–92. http://dx.doi.org/10.31703/glr.2022(vii-i).23.
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The present work is a study of anxiety among novice ESL teachers at higher secondary levels in the Pakistani context. In particular, this study using a quantitative approach, tried to detect different causes of anxiety among novice ESL teachers inside and outside the classroom environment. A closed-ended questionnaire was used to collect data from 87 ESL teachers working in higher secondary institutes of the Lahore district. The analysis of data revealed that almost every teacher felt anxiety in one way or another. Moreover, this study brings into light the strategies used by these novice ESL instructors to cope with such psychological issues as anxiety, which is causing a very bad impact on their performance as novice ESL teachers. The results of the study highlighted that teachers' mental health and issues must be given importance for abetter learning environment for both teachers and the students.
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Keller, Lena, Kai S. Cortina, Katharina Müller, and Kevin F. Miller. "Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking." Instructional Science 50, no. 2 (December 9, 2021): 251–72. http://dx.doi.org/10.1007/s11251-021-09570-5.
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Abstract Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.
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Zhukova, Olena. "Novice Teachers’ Concerns, Early Professional Experiences and Development: Implications for Theory and Practice." Discourse and Communication for Sustainable Education 9, no. 1 (June 1, 2018): 100–114. http://dx.doi.org/10.2478/dcse-2018-0008.
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Abstract Quality teaching, being a key factor in shaping students’ academic and personal growth, has been at the centre of scientific debate for many years. Sustainable professional development of novice teachers has recently been recognized worldwide as one of the key areas for improving the quality of teaching and learning in schools. Given that the initial years on the job are generally characterised by novice teachers as the most challenging and intense in their career, the following questions typically arise: What can be done to sustain and facilitate teaching at the early developmental stages in teachers’ career? What are the contextual factors and the prerequisites leading to the quality of teaching and learning? The article presents the findings from a two-year longitudinal qualitative study aimed to contribute to the research base for understanding this crucial stage. More specifically, the purpose of this study was to provide deeper understanding and insights into key factors influencing and shaping novice teachers’ early professional development and learning, as well as their capacities to effectively adapt to their new roles and operate in complex and dynamically changing open-ended school environment. The research is framed as a cross-case analysis of 4 cases of novice teachers working in public secondary schools. The data were collected through multiple sources (i.e. semi-structured in-depth interviews, questionnaire, and focus groups) over a two-year period spanning the participants’ first and second full-time teaching years. Substantial differences in experiences and beliefs among the novice teachers, with varying levels of job satisfaction and professional support received, were identified in the study. The authors have also identified numerous patterns of novice teachers’ teaching practice closely associated with teachers’concerns and early professional experience interpretations, which might result in substantial fluctuation in teaching quality and teacher’s career paths. Implications for teacher education programs, mentoring, supervision, teachers’ professional development, and future research are discussed.