Bibliografías temáticas / Early career teachers

Literatura académica sobre el tema "Early career teachers"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Early career teachers"

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Barnatt, Joan, Dianna Gahlsdorf Terrell, Lisa Andries D’Souza, Cindy Jong, Marilyn Cochran-Smith, Kara Mitchell Viesca, Ann Marie Gleeson, Patrick McQuillan y Karen Shakman. "Interpreting Early Career Trajectories". Educational Policy 31, n.º 7 (12 de enero de 2016): 992–1032. http://dx.doi.org/10.1177/0895904815625286.

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

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Amid the challenges of teacher recruitment, the retention of early career teachers has become even more crucial for schools. Matt Walker and Suzanne Straw consider how the teaching profession can effectively support and retain early career teachers
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Flory, Sara Barnard. "Early Career Experiences of Physical Education Teachers in Urban Schools". Journal of Teaching in Physical Education 34, n.º 4 (octubre de 2015): 661–79. http://dx.doi.org/10.1123/jtpe.2014-0109.

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The purpose of this study was to examine the early career experiences of three physical education (PE) teachers who taught in urban charter schools. Using cultural relevance theory, three early career PE teachers were observed and interviewed for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged from the data: the mechanisms of school support, and achieving ‘insider’ versus ‘outsider’ status during teachers’ early careers. These findings highlight the challenges that early career PE teachers face in urban schools, and demonstrate how being a culturally relevant teacher can improve teaching in physical education.
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Challinor, Kurt, Joan Lancaster y Richard Rymarz. "‘And Now I’m Teaching in a Catholic School’ – The Experiences of Early Career Teachers (ECT) in Lismore Catholic Schools and What Can Be Learned to Support Their Formation: A Preliminary Study". Paedagogia Christiana 49, n.º 1 (15 de enero de 2023): 121–43. http://dx.doi.org/10.12775/pch.2022.007.

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This study is a preliminary investigation of early career teachers (ECT) working in Catholic schools in a large regional Australian diocese. The key aim of the study is to better understand the factors influencing early career teachers, who begin their teaching careers in Catholic schools, and to apprehend their early experiences as teachers to cater for their continuous formation needs. Key findings identify the openness of ECTs to faith-based experiences and the challenges faced in teaching in a Catholic school. Recommendations for early career teacher support and formation are provided considering the findings of this study
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Quartz, Karen Hunter, Andrew Thomas, Lauren Anderson, Katherine Masyn, Kimberly Barraza Lyons y Brad Olsen. "Careers in Motion: A Longitudinal Retention Study of Role Changing among Early-Career Urban Educators". Teachers College Record: The Voice of Scholarship in Education 110, n.º 1 (enero de 2008): 218–50. http://dx.doi.org/10.1177/016146810811000102.

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Background/Context Teacher retention, especially of qualified teachers within high-poverty schools, is an issue of local, national, and international concern. School staffing research has typically examined two groups: those who remain in full-time classroom teaching versus those who quit teaching altogether. This article complicates the teacher staffing picture and adds a third category of attrition: role changing, which is the phenomenon of teachers shifting into nonteaching professional roles in the field of education. Purpose We asked what proportion of teacher career movement within our sample was attributable to leaving teaching versus role changing. Further, we wanted to know the influence of race/ethnicity, gender, credential type, and age on role-changing patterns. Research Design To deepen our understanding of teacher career patterns, we conducted a 6-year longitudinal study that involved collecting survey data on teacher career movement, school experiences, and attitudes from 838 well-prepared urban educators in their first through eighth career year. These educators had all completed master's degrees in the teacher education program of a high-status urban public university and all began their careers as teachers. After collecting the data, we documented and diagrammed career patterns. In addition, we analyzed the influence of select time invariant covariates on the hazard probabilities of both role changing and leaving education. Findings/Results The study found that not only did teachers move into a variety of non-teaching roles within the field of education, but they also followed diverse career “pathways” along the way. Survival analysis substantiated prior research showing that Latino teachers have lower attrition rates from the field of education compared with White teachers, but this effect disappeared for role changing with the field. In terms of gender, the men in our population were less likely to leave education entirely than women but more likely to leave teaching for a role change in career years 3–8. Teachers with single-subject (secondary) credentials were more likely than their colleagues who held multiple-subject (elementary) credentials to leave teaching for a role change in education. Conclusions/Recommendations Set within the framework of teacher professionalism, we argue that role changing is a form of sanctioned attrition and that understanding movement among roles within the educational workforce is essential for crafting policies and incentives to keep well-prepared teachers rooted in careers that serve the nation's most under-served students.
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Clandinin, D. Jean, Julie Long, Lee Schaefer, C. Aiden Downey, Pam Steeves, Eliza Pinnegar, Sue McKenzie Robblee y Sheri Wnuk. "Early career teacher attrition: intentions of teachers beginning". Teaching Education 26, n.º 1 (2 de enero de 2015): 1–16. http://dx.doi.org/10.1080/10476210.2014.996746.

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Murray-Orr, Anne y Jennifer Mitton-Kukner. "Early Career Teachers’ Evolving Content-Area Literacy Practices". in education 23, n.º 2 (21 de diciembre de 2017): 71–86. http://dx.doi.org/10.37119/ojs2017.v23i2.340.

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Becoming effective teachers is dependent upon a variety of factors intersecting with early career teachers’ beginning teaching experiences. This paper provides a glimpse into ways in which four early career secondary school teachers began to embed literacies into their teaching practices in content areas and how their approaches shifted between the final term of their teacher education program in 2013 and their first year of teaching in 2014. The authors explore three factors that may shape the practices of early career teachers, with disciplinary specialties in science, math, social studies, and other content areas, as they persist in infusing their teaching practice with literacy strategies over the first year of teaching, or alternatively discontinue using these strategies. These factors are coursework in a Literacy in the Content Areas course during their teacher education program, teaching context, and disciplinary specialty.Keywords: early-career teachers; secondary teachers; content-area literacy; disciplinary literacy; pedagogical content knowledge
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Flory, Sara B. y Nate McCaughtry. "The Influences of Pre-Professional Socialization on Early Career Physical Educators". Journal of Teaching in Physical Education 33, n.º 1 (enero de 2014): 93–111. http://dx.doi.org/10.1123/jtpe.2013-0089.

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The purpose of this study was to examine how three PE teachers’ personal biographies before their formal teacher education programs influenced their early careers in urban schools. Using occupational socialization theory and cultural relevance theory, we conducted in-depth interviews and observed early career physical education teachers who did not grow up in urban communities for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged as influential in the teachers’ successes and struggles in urban schools, including their exposure to diversity, and family views of culture. These findings suggest that the pre-professional socialization experiences of teachers also include the development of cultural templates, biases, and values, and that many teachers may not accurately or critically reflect on their teaching practices. Further research should examine how PETE programs prepare middle-class teacher candidates for diverse schools.
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Raju Pamu, Mohan. "Early career teachers' quit intentions: implications for teacher education". International Journal of Educational Management 24, n.º 6 (17 de agosto de 2010): 478–91. http://dx.doi.org/10.1108/09513541011067665.

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Leslie, Brian Henry, Mark Breslin, Julie Harvie y Evelyn McLaren. "Enhancing the agency of early career academics". Journal of Perspectives in Applied Academic Practice 9, n.º 3 (21 de enero de 2022): 32–40. http://dx.doi.org/10.14297/jpaap.v9i3.469.

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This article explores the lived experiences of four early career academics transitioning from school educators (within the primary and secondary sectors) to lecturers in initial teacher education in a United Kingdom Higher Education institution. These early career academics were established teachers with strong practitioner identities within their field of education and experienced in reflective practice. The concept of agency is firstly explored, and an ecological model presented and used as a framework in this study. A collaborative autoethnographic methodological approach is used to structure personal and professional reflections in order to gain an insight into the evolving identities of the early career academics as they embrace and develop new careers within Higher Education as lecturers. Factors emerge which have both hindered and enhanced agency and this paper sets out some recommendations for change. It is hoped that Higher Education establishments may find these findings useful to consider when inducting new staff and helping them develop and flourish in the early stages of their academic careers.
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Tesis sobre el tema "Early career teachers"

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Constantine, Frances E. "Adjusting personal expectations: An analysis of early-career teacher narratives". Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108052/1/Frances_Constantine_Thesis.pdf.

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This narrative inquiry of four early-career teachers examines their changing expectations of themselves as teachers as they shape their professional identities. Drawing upon Clarke and Hollingsworth's Interconnected Model of Teacher Professional Growth (2002), the analysis highlights the essential role that feedback and supportive collegial relationships play in the shift from idealism to a more practical approach to teaching. Recommendations are made for teacher education and induction programs to prepare teachers to critically examine the validity of their explicit and implicit assumptions, beliefs and expectations about themselves as teachers in the early-career years.
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King, Sabrina Hope. "Exploring the early career experiences of African-American teachers /". Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11042205.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1991.
Includes tables. Typescript; issued also on microfilm. Sponsor: Karen Kepler Zumwalt. Dissertation Committee: Linda Darling-Hammond. Includes bibliographical references (leaves 312-319).
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Browne, Peters Lisa. "Early career transition among education graduates". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ64770.pdf.

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Scott, Donald G. "Retention of early career teachers engaged in Missouri's career education mentoring program". Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5541.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 29, 2009) Includes bibliographical references.
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Webster, Simon James. "Early career ESOL teachers' practical knowledge of teaching speaking". Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/9136/.

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This thesis presents the findings of qualitative multiple-case study research investigating ESOL teachers’ practical knowledge of teaching speaking. Although there has been increased recognition of the value of practical knowledge research in recent years, such research remains extremely limited and the practical knowledge and teachers in an ESOL context and in the curricular domain of teaching speaking skills were previously unexplored areas. The four research participants were all early career ESOL teachers in the United Kingdom. Classroom observation data and interview data were generated at multiple points over the course of an academic year. This methodological approach introduced a longitudinal dimension to the research enabling any possible practical knowledge growth to be investigated. The research identified the largely contemporary nature of the ESOL teachers’ practices in teaching speaking. However, the teachers’ practical knowledge was identified as being atheoretical: teachers did not refer to public theory in the explanations of their practices. Instead, the findings suggest that teachers may experience a process of socialisation (both institutional and sectorial) through which many practices are adopted without a theoretical basis. A significant degree of commonality was identified amongst the teachers’ practical knowledge. Individual differences appeared to be significant, however, and were identifiable both in teachers’ practices and the beliefs underlying them. Teachers’ exercising of significant agency in their practices meant that these differences were evident despite certain sectorial pressure on teachers, particularly through exam washback. There was very limited evidence of growth in the teachers’ practical knowledge of teaching speaking. The research indicated a number of factors which appeared to inhibit such growth. The study discusses the implications of these findings for ESOL teacher development programmes. Recommendations for teacher development programmes include constructivist approaches to teacher engagement with public theory and institutional mechanisms for a sharing of practices amongst teachers.
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Churchward, Peter. "Early career teachers' experiences in the pursuit of quality". Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205452/1/Peter_Churchward_Thesis.pdf.

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Early career teachers were asked to identify what impact policies for improving teacher quality had on their practice. Quality is hard to define, but can be understood by how it was talked about. In this qualitative study, 13 early career teachers from teacher education excellence programs in Queensland and Western Australia were interviewed. Discourse analysis, based on Archer’s theory of reflexivity and Bernstein’s concept of recontextualisation, highlighted that quality was recognised both individually and collectively, as being guided by relational knowledge of their students. A contribution of this study is an understanding of quality as a process of “always becoming”.
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French, Stephanie Jane. "Supporting early career teachers: mentoring in NSW government schools". Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/18099.

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In Australia, the majority of teachers enter the profession with positive motivations to teach and a strong desire to be effective. Despite these positive intentions and expectations, Early Career Teacher (ECT) attrition rates continue to rise. Given the high rate of attrition and the related consequences, including the negative impact on student achievement, there is a significant need to examine how ECTs may be supported to remain in schools and succeed in the profession. This project was developed in response to the high attrition rates and focused on the experiences of ECTs working in one high need area of Sydney. Specifically, the project centred on the mentoring support ECTs received in one secondary school as a result of a recently implemented government initiative. Cultural Historical Activity Theory provided the framework for an in-depth, holistic examination of mentoring support for ECTs. Data was collected using a multi method exploratory case study approach comprising a questionnaire, interviews and document analysis. The range of data enabled exploration of systematic contradictions that arose within and between the identified activity systems. The findings highlight that all stakeholders had genuinely positive intentions for the ECTs. The quality of the overall mentoring support, however, was impacted significantly by the highly accountable, standardised and performance driven nature of the education system in NSW. In the absence of flexibility in other areas, it was apparent that the school needed greater support to utilise the flexibility they were afforded to design and implement a high quality mentoring program. This included support to: meet individualised needs; understand the benefits of different mentoring models; and appreciate the potential developmental benefits of the mandatory accreditation process in NSW schools. The need to push back against this accountability model and redevelop the professionalism of teaching was also apparent. In addition, the findings highlight the need for all ECTs to be supported at the individual school level, irrespective of their employment status as a permanent or non-permanent teacher. This project adds to the existing body of literature that seeks to understand how ECTs can be supported effectively during their transitional years and extends understanding of how policy requires systemic support to enable key stakeholders to work together to realise success.
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Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers". Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16074/1/Julie_Ballantyne_Thesis.pdf.

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The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perceived needs in relation to their preservice preparation. The study addresses the research questions through the use of questionnaires and semi-structured interviews. In Stage 1 of the research, questionnaires were completed by 76 secondary classroom music teachers in their first four years of teaching in Queensland, Australia. In Stage 2 of the research, 15 of these teachers were interviewed to explore findings from the questionnaire in depth. Findings suggest that preservice teachers perceive a need for teacher education courses to be contextualised, integrated and allow for the continual development of knowledge and skills throughout their early years in schools. This research provides an empirical basis for reconceptualising music teacher education courses and raises important issues that music teacher educators need to address in order to ensure that graduates are adequately prepared for classroom music teaching.
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Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers". Queensland University of Technology, 2005. http://eprints.qut.edu.au/16074/.

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The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perceived needs in relation to their preservice preparation. The study addresses the research questions through the use of questionnaires and semi-structured interviews. In Stage 1 of the research, questionnaires were completed by 76 secondary classroom music teachers in their first four years of teaching in Queensland, Australia. In Stage 2 of the research, 15 of these teachers were interviewed to explore findings from the questionnaire in depth. Findings suggest that preservice teachers perceive a need for teacher education courses to be contextualised, integrated and allow for the continual development of knowledge and skills throughout their early years in schools. This research provides an empirical basis for reconceptualising music teacher education courses and raises important issues that music teacher educators need to address in order to ensure that graduates are adequately prepared for classroom music teaching.
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Voris, Brenda C. "TEACHER EFFICACY, JOB SATISFACTION, AND ALTERNATIVE CERTIFICATION IN EARLY CAREER SPECIAL EDUCATION TEACHERS". UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/159.

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The number of special education students continues to rise, creating the need for additional special education teachers. Alternative certification programs have dealt with the special education teacher shortage, but not the question of teacher quality. Most teachers entering classrooms from alternative certification programs have little or no formal education in methodology or behavior management, but have commensurate responsibilities as their more experienced colleagues. The intent of this quantitative study was to examine 222 special education teachers’ sense of self-efficacy and job satisfaction in 21 central Kentucky school districts. The focus was the relation among special education teacher’s degree of efficacy in the early years of their careers (zero to five), degree of job satisfaction, and their certification type in special education (alternative vs. traditional). The secondary purpose was to examine the interrelation among teacher efficacy, number of years in the profession, degree of job satisfaction, gender, type of classroom, and area of certification in special education. The degree of teacher self-efficacy is linked to increased student outcomes and achievement, extent of planning, implementation of new ideas, enthusiasm, commitment, and increased patience with struggling students. The Teacher Sense of Efficacy Scale was utilized to measure teacher efficacy. The Brayfield Rothe Job Satisfaction Index (1951) as modified by Warner (1973) was employed to measure the affective factors of job satisfaction. A demographic questionnaire developed by the researcher gathered information from the respondents. The study hypothesis assumed that teacher efficacy, specifically teacher self-efficacy, was lower in early career special education teachers who were pursuing or had recently completed certification through alternative programs. Analysis of the data indicates there is no significant difference between special education teachers who have completed alternative certification programs and their traditionally certified counterparts in terms of their degree of self-efficacy. Responses from the Job Satisfaction Survey indicated both groups of special education teachers are satisfied with their jobs.
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Libros sobre el tema "Early career teachers"

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Johnson, Bruce, Barry Down, Rosie Le Cornu, Judy Peters, Anna Sullivan, Jane Pearce y Janet Hunter. Early Career Teachers. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-173-2.

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Mercieca, Bernadette Mary y Jacquelin McDonald. Sustaining Communities of Practice with Early Career Teachers. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6354-0.

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Fishbaugh, Mary Susan. The collaboration guide for early career educators. Baltimore, Md: P.H. Brookes Pub., 2000.

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Frank, Banks, Mayes Ann Shelton 1953- y Open University, eds. Early professional development for teachers. London: David Fulton, 2001.

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Kelly, Nick, Marc Clarà, Benjamin Kehrwald y Patrick Alan Danaher. Online Learning Networks for Pre-Service and Early Career Teachers. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-50302-2.

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Becoming a successful early career researcher. New York, NY: Routledge, 2012.

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Heslin, Lorna. The development of reflective practice during preservice and the early years of teaching. Dublin: University College Dublin, 1997.

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Lee, Jennifer A. Erwin B. Lemon: His early life, O.S.U. career and civic affairs involvement. [Corvallis, Or.]: Horner Museum, Oregon State University, 1985.

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Early Career Teachers: Stories of Resilience. Springer, 2014.

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Bruce, Johnson, Anna Sullivan, Barry Down, Rosie Le Cornu y Judy Peters. Early Career Teachers: Stories of Resilience. Springer London, Limited, 2014.

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Capítulos de libros sobre el tema "Early career teachers"

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Johnson, Bruce, Barry Down, Rosie Le Cornu, Judy Peters, Anna Sullivan, Jane Pearce y Janet Hunter. "Teachers’ Work". En Early Career Teachers, 29–53. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-173-2_3.

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Johnson, Bruce, Barry Down, Rosie Le Cornu, Judy Peters, Anna Sullivan, Jane Pearce y Janet Hunter. "Introduction". En Early Career Teachers, 1–7. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-173-2_1.

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Johnson, Bruce, Barry Down, Rosie Le Cornu, Judy Peters, Anna Sullivan, Jane Pearce y Janet Hunter. "Policies and Practices". En Early Career Teachers, 9–27. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-173-2_2.

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Johnson, Bruce, Barry Down, Rosie Le Cornu, Judy Peters, Anna Sullivan, Jane Pearce y Janet Hunter. "School Culture". En Early Career Teachers, 55–78. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-173-2_4.

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Johnson, Bruce, Barry Down, Rosie Le Cornu, Judy Peters, Anna Sullivan, Jane Pearce y Janet Hunter. "Relationships". En Early Career Teachers, 79–101. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-173-2_5.

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Johnson, Bruce, Barry Down, Rosie Le Cornu, Judy Peters, Anna Sullivan, Jane Pearce y Janet Hunter. "Teacher Identity". En Early Career Teachers, 103–21. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-173-2_6.

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Johnson, Bruce, Barry Down, Rosie Le Cornu, Judy Peters, Anna Sullivan, Jane Pearce y Janet Hunter. "Conclusions". En Early Career Teachers, 123–24. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-173-2_7.

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Dawborn-Gundlach, Merryn. "Teacher Retention: Supporting Early-Career Science Teachers". En Complexity and Simplicity in Science Education, 37–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79084-4_3.

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Kostogriz, Alex. "Early Career Teachers’ Perceptions of Initial Teacher Education". En Teacher Education, Learning Innovation and Accountability, 243–54. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2026-2_15.

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Flores, Maria Assunção. "Unpacking Teacher Quality: Key Issues for Early Career Teachers". En Attracting and Keeping the Best Teachers, 15–38. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8621-3_2.

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Actas de conferencias sobre el tema "Early career teachers"

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Redding, Christopher. "Understanding the Teacher Diversity Gap Among Early Career Teachers". En 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1426779.

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Beutel, Denise Ann, Donna Tangen y Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers". En Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.
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Oolbekkink, Helma. "Changes in Early Career Teachers' Professional Identity Tensions". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577340.

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Kennedy, Laura. "Teacher Resilience-Building Practices Among Early Career EFL Teachers in South Korea". En AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1890867.

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Meyer, Debra. "Early and Mid-Career Teachers' Blog Conversations About Teacher Leadership: Issues and Insights". En 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442263.

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Kharismawan, Paulus y Concilianus Mbato. "Teachers Attrition in Influencing Teachers‘ Decision Making: The View of Seven Early Career English Teachers". En Proceedings of the 2nd International Conference of Science and Technology for the Internet of Things, ICSTI 2019, September 3rd 2019, Yogyakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.20-9-2019.2292099.

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Quinn, Alexa. "Prevalence and Quality of Early Career Teachers' Nonfiction Reading Instruction". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571319.

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Godden, Lorraine. "Sustaining the Hope to Teach: Early Career Teachers, the Hope Centred Career Inventory Model, and Continuing Career Development". En 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441508.

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Braun, Maeve. "Secondary School Visual Arts Teachers' Experience of Dilemmas in Early Career". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583096.

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Adu-Gyamfi, Mary. "Early Career Teachers (White) Engaging in Collaboration Toward Racial Literacies Development". En 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1886760.

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Informes sobre el tema "Early career teachers"

1

Alifia, Ulfah, Rezanti Putri Pramana y 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), mayo de 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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Chen, Jing. Hearing the Voices of Bicultural and Bilingual Teachers: Using a Case Study Approach to Explain the Professional Identity Development of Early Career Native Chinese Mandarin Teachers. Portland State University Library, mayo de 2020. http://dx.doi.org/10.15760/etd.7321.

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Atteberry, Allison, Susanna Loeb y James Wyckoff. Do First Impressions Matter? Improvement in Early Career Teacher Effectiveness. Cambridge, MA: National Bureau of Economic Research, junio de 2013. http://dx.doi.org/10.3386/w19096.

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O’Brien, Thomas y Deanna Matsumoto. Mapping E-Commerce Locally and Beyond: CITT K12 Special Investigation Project. Mineta Transportation Institute, noviembre de 2021. http://dx.doi.org/10.31979/mti.2021.2067.

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As all aspects of the American workplace become automated or digitally enhanced to some degree, K12 educators have an increasing responsibility to help their students acquire the technical skills necessary to organize and interpret information. Increasingly, this is done through Geographic Information Systems (GIS), especially in careers related to transportation and logistics. The Center for International Trade & Transportation (CITT) at CSU Long Beach has developed this K12 Special Investigation Project to introduce ArcGIS StoryMaps, an engaging, accessible and sophisticated web-based GIS application. The lessons center on e-commerce and its accompanying environmental and economic impact. Still, the activities can be easily adapted to projects in any subject area, such as humanities, science, math, or language arts. This teacher blueprint includes a teacher training guide with ten detailed lesson plans and activities. With the guidance of a National Board-Certified Teacher in Early Adolescence Math as lead instructor, the curriculum is designed to align with Next Generation Science Standards (NGSS). Also, exploration of STEM and GIS-related careers are incorporated into the lesson plans.
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Promoting Children’s Participation Rights in Early Childhood Education and Care: Self-Assessment Tool for Professionals. 2019-1-PT01-KA202-060950: Professional Development Tools Supporting Participation Rights in Early Childhood Education, mayo de 2021. http://dx.doi.org/10.15847/cisparticipa.sat01.2021.05.

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This self-assessment tool was designed to support early childhood education and care (ECEC) professionals in enhancing participatory practices based on their organizations’ resources. We define participation as children’s right to be heard, to express their perspectives in matters and situations affecting them, and to have them considered and given due weight (i.e., as defined by the United Nations Convention on the Rights of the Child, in 1989). The tool consists of three versions taking into account the work specificity of ECEC assistant, teachers and coordinators. It is intended to be used in both the individual and group context. This self assessment tool was elaborated in Europe in a participatory process to allow for its cross-country application. We call this process participatory as it considered the voices of key actors – ECEC professionals at all stages of the elaboration of the tool by the international team of researchers and teacher trainers. Children’s participation was conceptualized following the Lundy model (Lundy, 2007).
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