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Artykuły w czasopismach na temat „Beginning teachers”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 20 lutego 2023

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1

STEINBEIß, Gregor. "Beginning Student Teachers’ Professional Identity". Acta Didactica Napocensia 14, nr 1 (lipiec 2021): 151–64. http://dx.doi.org/10.24193/adn.14.1.12.

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Abstract: This article investigates teachers’ professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students’ (N=18) conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements (N=401) have been combined, and a unified synthesis of a beginning student teachers’ professional identity was formed. Three main categories were found: the “ideal” teacher, “good” teaching, and the “optimal” working environment. The results showed a highly idealistic view of being a teacher. The majority of statements referred to teaching from a pupil-centered perspective by strongly emphasising personality traits, student-teacher relationships, and teachers’ professional knowledge. Based on the results, the role of professional identity in Austrian’s teacher education is discussed, and further implementations in research are recommended.

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Krueger, Patti J. "Beginning Music Teachers". Update: Applications of Research in Music Education 19, nr 1 (listopad 2000): 22–26. http://dx.doi.org/10.1177/875512330001900105.

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Meister, Denise G., i Steven A. Melnick. "National New Teacher Study: Beginning Teachers' Concerns". Action in Teacher Education 24, nr 4 (styczeń 2003): 87–94. http://dx.doi.org/10.1080/01626620.2003.10463283.

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Stoichici (Iavorschi), Elena, i Anca Elena Ioniță (Cristea). "Dynamics of relationships between mentors and beginning teachers". Technium Social Sciences Journal 38 (9.12.2022): 103–13. http://dx.doi.org/10.47577/tssj.v38i1.7759.

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This research investigates the relationships that are established between mentor teachers (PM) and beginning teachers (PD) in order to insert the beginning teachers into the school organization and how they are influenced by the institutional management. The specific objectives of the research were the following: (1) Identifying the perception of beginning teachers regarding the difficulties of adapting to the demands of the school environment; (2) Identifying the perception of mentor teachers who work with beginning teachers on the activities of a quality mentorship; (3) Making correlations between the opinions of mentors and novice teachers regarding their strengths and the ability to face adaptation difficulties; The qualitative design consisted of conducting two focus groups with PD and PM. The debut period is considered the most decisive stage in a teacher's professional life. From the first day of school, PD faces the teaching reality that often differs from the perceptions of the teaching profession developed during initial training. The research shows that the teachers in the sample experienced: establishing teacher 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 communicating with parents. The article includes critical analysis, opinions on the contradiction at the moment between the legislation and the reality at the school level on the didactic mentoring and the PD insertion.

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Peterson, Blake E., Steven R. Williams i Penelope H. Dunham. "Connecting Research to Teaching: Mentoring Beginning Teachers". Mathematics Teacher 91, nr 8 (listopad 1998): 730–34. http://dx.doi.org/10.5951/mt.91.8.0730.

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The most crucial stage in the process of becoming a teacher occurs at the very outset, during the transition from student to student teacher to novice teacher. Many people can provide vital support to the new teacher: cooperating teachers, university supervisors, instructors of methods classes, and more experienced teachers in the school can all act as mentors. What is known about the mentoring process? What is unique to mentoring mathematics teachers? In this article we hope to outline what is known and offer some guidance for those wishing to be effective mentors.

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6

Clandinin, D. Jean, Julie Long, Lee Schaefer, C. Aiden Downey, Pam Steeves, Eliza Pinnegar, Sue McKenzie Robblee i Sheri Wnuk. "Early career teacher attrition: intentions of teachers beginning". Teaching Education 26, nr 1 (2.01.2015): 1–16. http://dx.doi.org/10.1080/10476210.2014.996746.

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Sumsion, Jennifer. "Empowering Beginning Student Teachers: challenges for teacher educators". Asia-Pacific Journal of Teacher Education 24, nr 1 (marzec 1996): 33–46. http://dx.doi.org/10.1080/1359866960240104.

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Jian Wang, Sandra J. Odell i Sharon A. Schwille. "Effects of Teacher Induction on Beginning Teachers' Teaching". Journal of Teacher Education 59, nr 2 (luty 2008): 132–52. http://dx.doi.org/10.1177/0022487107314002.

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Davis, Barbara H., Kim A. Higdon, Virginia K. Resta i Laura L. Latiolais. "Teacher Fellows: A Graduate Program for Beginning Teachers". Action in Teacher Education 23, nr 2 (lipiec 2001): 43–49. http://dx.doi.org/10.1080/01626620.2001.10463063.

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Cole, Claire G. "Teachers' Attitudes before Beginning a Teacher Advisory Program". Middle School Journal 25, nr 5 (maj 1994): 3–7. http://dx.doi.org/10.1080/00940771.1994.11495213.

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Massey, Dixie. "“You teach!” beginning teachers’ challenges to teacher educators". Reading Research and Instruction 43, nr 4 (czerwiec 2004): 75–94. http://dx.doi.org/10.1080/19388070409558417.

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Watson, Cristie. "Beginning Teachers as Leaders". Educational Horizons 93, nr 2 (grudzień 2014): 30. http://dx.doi.org/10.1177/0013175x14561425.

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Clausen, Jon M. "Beginning Teachers’ Technology Use". Journal of Research on Technology in Education 39, nr 3 (marzec 2007): 245–61. http://dx.doi.org/10.1080/15391523.2007.10782482.

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Anderson, Hans O. "Notes to Beginning Teachers". Hoosier Science Teacher 40, nr 1 (2.02.2017): 9–13. http://dx.doi.org/10.14434/thst.v40i1.23278.

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Tempera, Tiago, i Luís Tinoca. "Professional development of elementary school teachers at the beginning of their careers: the role of project-based learning". Revista Tempos e Espaços em Educação 15, nr 34 (14.01.2022): e16945. http://dx.doi.org/10.20952/revtee.v15i34.16945.

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The beginning of a teacher's career is a challenging period for the development of their educational practices, being essential for their professional development. This study aims to understand the role of Project-based learning in the professional development of elementary school teachers at the beginning of their careers. The qualitative analysis carried out is based on the data collected through semi-structured interviews to eight beginning teachers. Results show that beginning teachers show some difficulties in integrating these methods in their teaching practices, which could be lightened through a more consistent collaboration between initial teacher education institutions and schools, in order to facilitate their career integration and professional development.

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Garton, Bryan L., i Namyoung Chung. "The Inservice Needs Of Beginning Teachers Of Agriculture As Perceived By Beginning Teachers, Teacher Educators, And State Supervisors". Journal of Agricultural Education 37, nr 3 (wrzesień 1996): 52–58. http://dx.doi.org/10.5032/jae.1996.03052.

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Kwok, Andrew. "Classroom Management Actions of Beginning Urban Teachers". Urban Education 54, nr 3 (21.08.2018): 339–67. http://dx.doi.org/10.1177/0042085918795017.

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This descriptive, mixed methods study of one interim certification program explores first year urban teachers’ classroom management actions. This study investigates what strategies teachers implement to manage the classroom from programmatic surveys of 87 first-year teachers and interviews, field visits, video recordings, and journals of five case participants. Results indicate that teachers used behavioral, academic, and relational strategies to manage the classroom and they tend to refine several of these actions over time. Findings suggest that teacher preparation should promote beginning teachers to implement a range of classroom management strategies and support teachers in how to refine their actions.

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18

Black, Bonnie. "An Assessment by Beginning Missouri Art Teachers of Their Beginning Teacher Assistance Programs". Marilyn Zurmuehlen Working Papers in Art Education 8, nr 1 (1990): 113–18. http://dx.doi.org/10.17077/2326-7070.1192.

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Szeto, Elson, i Annie Yan-Ni Cheng. "Principal–teacher interactions and teacher leadership development: beginning teachers’ perspectives". International Journal of Leadership in Education 21, nr 3 (11.01.2017): 363–79. http://dx.doi.org/10.1080/13603124.2016.1274785.

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Olson Stewart, Kelly, Erin Rotheram-Fuller i Daniel Liou. "Beginning Teacher Support Model: Elementary Teachers’ Resilience and Retention in Arizona". International Journal of Modern Education Studies 5, nr 1 (18.03.2021): 49. http://dx.doi.org/10.51383/ijonmes.2021.75.

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In the United States, beginning teacher retention rates are extraordinarily low; only 50% of teachers remain in the classroom after five years. In particular, the State of Arizona has been recruiting significant numbers of teachers from out of state and attempting to retain them with minimal success. This persistent problem has led the neediest of students to have teachers with lower levels of professional experience, leaving those students with continually lower achievement gains. Drawing on integrated action research and grounded theory methodology, this study’s took place in a large kindergarten to eighth grade elementary school district located in a high-poverty neighborhood in Arizona. The study invited six new teachers in their first year of teaching to explore innovative strategies to increase these teachers’ retention in the profession. The ultimate goal was to understand how such support might alter a beginning teacher’s perceptions of their own persistence and resilience in dealing with the challenges of first-year teaching, thereby reducing beginning teacher attrition. The study finds that teachers must be nurtured and cared for in order for them to fully devote their time and energy to effectively care for the students in their classroom. Increasing self-awareness and resiliency has the potential to create a ripple effect to retain more beginning teachers, as they become more likely to persevere, ask for help, connect with others, and achieve a healthy life/work balance while positively impacting students and their community.

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21

Pecivova, Veronika. "Preventing reality shock in future pre-school and primary school teachers". New Trends and Issues Proceedings on Humanities and Social Sciences 4, nr 8 (10.01.2018): 171–75. http://dx.doi.org/10.18844/prosoc.v4i8.3028.

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Reality shock in pre-school and primary school teachers is a significant factor affecting beginning of careers of novice teachers. The purpose of the project of Ministry of Education Youth and Sports of the Czech Republic called ‘Preventing reality shock in future preschool and primary school teaches at the beginning of their career’is to prepare students of preschool and primary teacher education for the beginning of their teaching career and thus prevent reality shock once they become service teachers. One of the focuses of studies presented in the project covers topics related to health problems of children teachers will possibly have to cope with in their classes. The aim is to provide teacher education students with information, which can help them in their teaching practice. Setting relationship between health issues and education is important, as it raises awareness of possible impacts certain health conditions of children may have on their education. We want to focus on the problem from the perspective of teacher training. Keywords: Reality shock, preschool teacher education students, primary teacher education students, health conditions.

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22

Manwa, Lilian, Tabitha Grace Mukeredzi i Lokadhia Manwa. "Rural school teaching in Zimbabwe: Mentoring experiences of 'beginning' primary school teachers." Australian and International Journal of Rural Education 26, nr 2 (15.11.2016): 63–76. http://dx.doi.org/10.47381/aijre.v26i2.65.

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The first year of teaching is the most formative period in a teacherâ€™s career. Support is therefore crucial if they are to develop the competencies, confidence and attitudes that will help keep them contented and effective in the classroom. One way of enhancing these aspects is through induction and mentoring. This will help ensure a firm foundation for professional growth and career development. This qualitative inquiry sought to establish the mentoring experiences of â€˜beginningâ€™ teachers in rural primary schools in Masvingo District of Zimbabwe. Data were generated through in-depth interviews and open-ended questionnaires from thirty purposively selected novice teachers. Findings indicate that most beginning teachers in this study did not experience mentoring and consequently smooth transitions from student-hood to teacher-hood, but were left to navigate their new environment alone. Their experiences seemingly impacted negatively on their career prospects as some indicated interest in careers outside the teaching profession. The education system needs to offer on-going, in-service mentor training courses to practicing teachers to expose them to mentoring, thereby preparing them for professional guidance of beginning teachers. This will promote professional learning and development, adding qualitative commitment and competence to the growth trajectory of both novice and practicing teachers, which in turn may motivate new teachers to stay in the profession.Â

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23

van den Bos, Paul. "Changing concerns of beginning Dutch university teachers". Journal of Applied Research in Higher Education 9, nr 4 (9.10.2017): 509–20. http://dx.doi.org/10.1108/jarhe-09-2016-0060.

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Purpose The purpose of this paper is to address the concerns of beginning university teachers about learning to teach in the context of an induction programme. Design/methodology/approach The author asked 162 beginning teachers at Dutch universities of applied sciences to express their concerns about teaching. Of those, the author first asked 44 teachers to write down their concerns freely. These open statements were categorised and translated to a 20-item questionnaire, which was completed by the remaining 118 teachers before and after the induction programme. Findings Statistical analysis identified three main concerns: activating students, being an effective teacher in general, and being sufficiently facilitated and supported in the teaching context. While concerns about activating students and being an effective teacher were reduced after the programme, concerns about the supportiveness of the teaching context remained unchanged. Research limitations/implications The study was conducted in the context of a specific induction programme with a specific pedagogical design; thus, generalisation of the results should be done carefully. Additionally, while the instrument that was developed in this study must be improved, this study indicates a relevant problem: the results of induction programmes might be less sustainable without a proper supportive organisational context. Originality/value The study adds insight into the concerns of beginning university teachers and highlights some consequences at the organisational level.

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Brownell, Mary T., Elizabeth Anne Yeager, Paul T. Sindelar, Stephanie vanHover i Tamar Riley. "Teacher Learning Cohorts: A Vehicle for Supporting Beginning Teachers". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 27, nr 2 (kwiecień 2004): 174–89. http://dx.doi.org/10.1177/088840640402700208.

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Howey, Kenneth R., i Nancy L. Zimpher. "Preservice Teacher Educators' Role in Programs for Beginning Teachers". Elementary School Journal 89, nr 4 (marzec 1989): 451–70. http://dx.doi.org/10.1086/461586.

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Kaplan, Haya. "Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory". SAGE Open 11, nr 2 (kwiecień 2021): 215824402110156. http://dx.doi.org/10.1177/21582440211015680.

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Reports on drop-out rates and difficulties experienced by beginning teachers require an examination of the motivational processes that characterize teachers at this stage. Support systems for beginning teachers in the induction period in Israel include a workshop and a mentoring process. This study examined how support in beginning teachers’ psychological needs by workshop facilitators and teacher-mentors in schools contributed to their optimal functioning in workshops, schools, and in teaching. Questionnaires were administered to 261 Bedouin Arab and Jewish beginning teachers. Based on structural equation modeling analysis, results indicated that support in teachers’ needs by workshop facilitators predicted a sense of competence and autonomous motivation in the workshops, which in turn predicted autonomous motivation in teaching. Autonomous motivation in teaching was also predicted by the teacher-mentors’ support and in turn predicted teachers’ sense of competence, investment in the school, and sense of self-actualization. The findings have implications regarding the conditions needed to improve the functioning of beginning teachers of various cultural groups and highlight the importance of an environment that supports teachers’ needs during their induction.

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Wynn, Susan R., i Kathleen M. Brown. "Principal Leadership and Professional Learning Communities: What Beginning Teachers Value". International Journal of Educational Reform 17, nr 1 (styczeń 2008): 37–63. http://dx.doi.org/10.1177/105678790801700104.

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Beginning teachers in the United States continue to exit the classroom in alarming numbers, despite numerous recruitment and retention strategies. High turnover rates negatively affect instruction and, ultimately, student achievement. The purpose of this empirical inquiry of beginning-teacher retention issues is to better understand what new teachers value in a school leader within the context of professional learning communities. Twelve schools with low beginning-teacher attrition and transfer request rates were identified, and focus group interviews were conducted with four to six new teachers in each school (i.e., teachers with 1 to 3 years of experience, N = 61). Findings indicate that beginning teachers relate principal leadership, mentoring, and professional learning communities to their job satisfaction.

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Ball, Deborah Loewenberg, i Sharon Feiman-Nemser. "Using Textbooks and Teachers' Guides: A Dilemma for Beginning Teachers and Teacher Educators". Curriculum Inquiry 18, nr 4 (1988): 401. http://dx.doi.org/10.2307/1179386.

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Ball, Deborah Loewenberg, i Sharon Feiman-Nemser. "Using Textbooks and Teachers' Guides: A Dilemma for Beginning Teachers and Teacher Educators". Curriculum Inquiry 18, nr 4 (grudzień 1988): 401–23. http://dx.doi.org/10.1080/03626784.1988.11076050.

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Appleton, Ken, i Ian Kindt. "Beginning Elementary Teachers' Development as Teachers of Science". Journal of Science Teacher Education 13, nr 1 (luty 2002): 43–61. http://dx.doi.org/10.1023/a:1015181809961.

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Schwartz, Catherine, i Anne S. Ticknor. "Beginning Elementary Mathematics Teachers Negotiating Leadership Responsibilities". Journal of Interdisciplinary Teacher Leadership 1, nr 2 (1.07.2017): 3–18. http://dx.doi.org/10.46767/kfp.2016-0006.

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Induction has been given much attention in recent years. Research indicates that a comprehensive program with multiple supports for new teachers including reasonable teaching loads and complete curriculum resources are most effective. However, this is not the reality for many beginning teachers. In a study of a two-year, university-based, mathematics-specific induction program for elementary teachers, we found many first-year teachers were given teacher leadership responsibilities at their schools. These leadership experiences were confounded by school contexts in which curriculum resources were incomplete or competed with the BTs visions of “good” mathematics teaching. Qualitative data included interviews, surveys, written reflections, and researcher field notes from the first year of study. This article reports three first-year teachers’ experiences of significant leadership responsibilities. Findings call for ways to prepare BTs in undergraduate and induction programs for the non-instructional duties in teaching and to develop the agency needed to negotiate school-based contextual constraints.

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Krueger, Patti J. "Reflections of Beginning Music Teachers". Music Educators Journal 88, nr 3 (listopad 2001): 51. http://dx.doi.org/10.2307/3399759.

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Myers, Brian E., James E. Dyer i Shannon G. Washburn. "Problems Facing Beginning Agriculture Teachers". Journal of Agricultural Education 46, nr 3 (wrzesień 2005): 47–55. http://dx.doi.org/10.5032/jae.2005.03047.

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Smylie, Mark A. "What Beginning Teachers Should Know?" Contemporary Psychology: A Journal of Reviews 36, nr 2 (luty 1991): 117–18. http://dx.doi.org/10.1037/029403.

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Edwards, Susan, i Joce Nuttall. "Beginning teachers: issues and experiences". Asia-Pacific Journal of Teacher Education 43, nr 1 (17.12.2014): 1–3. http://dx.doi.org/10.1080/1359866x.2014.969415.

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Hiiffman, Gail, i Sarah Leak. "Beginning Teachers' Perceptions of Mentors". Journal of Teacher Education 37, nr 1 (styczeń 1986): 22–25. http://dx.doi.org/10.1177/002248718603700105.

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Varah, Leonard J., Warren S. Theune i Linda Parker. "Beginning Teachers: Sink or Swim?" Journal of Teacher Education 37, nr 1 (styczeń 1986): 30–34. http://dx.doi.org/10.1177/002248718603700107.

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Jones, Melanie S., i W. Fred Pauley. "Mentoring Beginning Public School Teachers". Adult Learning 14, nr 1 (styczeń 2003): 23–25. http://dx.doi.org/10.1177/104515950301400106.

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Simonsz, Heleen, Yvonne Leeman i Wiel Veugelers. "Beginning student teachers’ educational ideals". European Journal of Teacher Education 43, nr 5 (6.04.2020): 712–29. http://dx.doi.org/10.1080/02619768.2020.1747428.

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Kyriacou, Chris, i Richard Kunc. "Beginning teachers’ expectations of teaching". Teaching and Teacher Education 23, nr 8 (listopad 2007): 1246–57. http://dx.doi.org/10.1016/j.tate.2006.06.002.

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Keinonen, Tuula, i Sivbritt Dumbrajs. "Teacherhood Perspectives among Beginning Teachers". International Journal of Learning: Annual Review 16, nr 6 (2009): 117–28. http://dx.doi.org/10.18848/1447-9494/cgp/v16i06/46365.

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Littleton, Pam, i Mark Littleton. "Induction Programs for Beginning Teachers". Clearing House: A Journal of Educational Strategies, Issues and Ideas 62, nr 1 (wrzesień 1988): 36–38. http://dx.doi.org/10.1080/00098655.1988.10114004.

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Reed, Kevin. "Teaching Tasks and Beginning Teachers". South Pacific Journal of Teacher Education 14, nr 1 (kwiecień 1986): 1–12. http://dx.doi.org/10.1080/0311213860140102.

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Da Ros, Denise, i Kevin J. Swick. "The Socialization of Beginning Teachers". Journal of Early Childhood Teacher Education 16, nr 1 (styczeń 1995): 13–17. http://dx.doi.org/10.1080/1090102950160104.

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Ratliffe, Tom. "Overcoming Obstacles Beginning Teachers Encounter". Journal of Physical Education, Recreation & Dance 58, nr 4 (kwiecień 1987): 18–23. http://dx.doi.org/10.1080/07303084.1987.10603852.

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Hans, J., i C. Vonk. "Mentoring student and beginning teachers". Teaching and Teacher Education 11, nr 5 (wrzesień 1995): 531–37. http://dx.doi.org/10.1016/0742-051x(95)00032-f.

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Mitchell, June. "Formative Assessment and Beginning Teachers: Ready or not?" Scottish Educational Review 38, nr 2 (18.03.2006): 186–200. http://dx.doi.org/10.1163/27730840-03802006.

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Quality Assurance Agency subject reviews of higher education indicate that assessment is an area of concern (Rust, et al., 2005) though the usefulness of formative assessment strategies for supporting learning is well documented (Laurillard, 2002; Taras, 2001, 2002, 2003; Yorke, 2003; Falchikov, 2005). Concurrently, UK policy initiatives are in place to ensure the use of formative assessment in schools. There are few investigations of how teacher education institutions utilise assessment as a learning tool though teacher education merits detailed examination, sitting between higher education and the school sectors. This paper explores issues of formative assessment as a content element of educational studies modules. It gauges how assessment techniques are utilised in work with beginning teachers, specifically as exemplified in one teacher education institution. Finally it considers how teacher educators negotiate learning about assessment with student teachers within the context of a school-focussed national policy initiative to implement formative assessment.

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Wilcoxen, Chris, Julie Bell i Amanda Steiner. "Empowerment through induction: supporting the well-being of beginning teachers". International Journal of Mentoring and Coaching in Education 9, nr 1 (23.10.2019): 52–70. http://dx.doi.org/10.1108/ijmce-02-2019-0022.

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Purpose The purpose of this paper is to explore ways teachers undergoing induction via the Career Advancement and Development of Recruits and Experienced (CADRE) Teachers Project felt empowered and supported in their well-being through mentoring and coaching. Design/methodology/approach Surveys about CADRE Project impact were e-mailed to 675 current and former participants. Out of 438 surveys returned, researchers used homogeneous sampling to identify 341 teacher respondents. Researchers used qualitative thematic analysis to determine ways teachers felt supported. Findings Coaching and mentoring supported CADRE Project participants’ well-being through empowerment (theme). Sub-themes included: growth, collaboration, networking, improvement and resources. Research limitations/implications Possibilities for future research include exploring the role of mentors/coaches, tracking teachers’ leadership roles and investigating the link between induction and teacher retention in more detail. Practical implications Opportunities for growth and collaboration are cornerstones of first-year teacher support. These support systems can lead to a sense of belonging, develop a mindset for continuous improvement and create long-term networking opportunities. The support teachers need to empower them and maintain their well-being changes with each first-year teacher phase. Originality/value Few studies exist on induction programs with the longevity of the CADRE Project. The high survey response rate with overwhelmingly positive responses suggests that CADRE is unique in its support of beginning teachers’ well-being through the first-year teacher phases, specifically due to the combination of mentoring and coaching beginning teachers receive.

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Grossman, Pamela, i Clarissa Thompson. "District Policy and Beginning Teachers: A Lens on Teacher Learning". Educational Evaluation and Policy Analysis 26, nr 4 (grudzień 2004): 281–301. http://dx.doi.org/10.3102/01623737026004281.

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This analysis considers the role district policy environments play in the lives of beginning teachers. As part of a larger longitudinal study of teacher learning in the language arts, the authors analyzed the experiences of three first-year teachers in two contrasting school districts. This article assesses the role of policies concerning curriculum, professional development, and mentoring in teachers’ opportunities in learning to teach language arts. The ways in which districts were organized had consequences for what these beginning teachers learned about teaching; district structures either encouraged or deflected conversations about teaching English. In addition, the authors found that districts served powerful roles as teacher educators. The tasks the districts assigned the teachers, the resources they provided, the learning environments they created, and the conversations they provoked proved to be consequential in shaping both teachers’ concerns and their opportunities for learning about teaching language arts.

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Mathenjwa, Mpendulo, i Marietta P. Dlamini. "Analysis of the Level of the Teacher Efficacy of Beginning Agriculture Teachers in Eswatini". International Educational Research 3, nr 2 (9.06.2020): p21. http://dx.doi.org/10.30560/ier.v3n2p21.

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Over the past decade, researchers continually emphasized the role of teacher efficacy in teaching effectiveness. A descriptive survey was used to investigate the level of teacher efficacy of beginning agriculture teachers in Eswatini. The population of the study were senior secondary school beginning agriculture teachers in Eswatini. The study is a census, involving all senior secondary school agriculture teachers who had up to five years of agriculture teaching experience. 161 agriculture teachers participated in the study. Data were collected using a self-administered modified Teachers’ Self-Efficacy Scale (TSES) with a .92 reliability coefficient. The data were analysed using descriptive and inferential statistics. Beginning agriculture teachers were moderately efficacious in classroom management, instructional strategies and student engagement. Gender, subject specialization and affiliation to professional development bodies accounted for significant differences in teacher efficacy on selected agriculture teaching tasks. Beginning agriculture teachers are capable of getting the desired learning outcomes from senior secondary school agriculture students as indicated by the moderate level of teacher efficacy. Pre-service teacher training programmes should strengthen curriculum content on ways of engaging students.

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