Beginning Teachers Perceptions Of Their Novice Year Of Teaching
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Beginning Teachers Perceptions Of Their Novice Year Of Teaching
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Author : Rebecca Bingham Rees
language : en
Publisher:
Release Date : 2015
Beginning Teachers Perceptions Of Their Novice Year Of Teaching written by Rebecca Bingham Rees and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with categories.
This qualitative study was an investigation of first-year teachers who completed their teacher preparation program at large, land-grant university in the west (n=16). It explored teachers' perceptions of their first teaching year centered around the questions of challenges and successes they had encountered, whether they felt prepared for their first year by their teacher preparation program, in what areas would they have liked more instruction during their teacher preparation program, and if they felt able to implement developmentally appropriate practices (DAP) within their classroom. Study findings indicated three main areas remarked on by teachers: creating and implementing instruction and assessment; experiences of teachers; and classroom organization, management, and procedures. All of the teachers within the study had comments within the area of creating and implementing instruction and assessment. About 46% of the comments within this theme referred to whether teachers felt able to implement DAP in their classrooms. Almost 77% of teachers reported that they were able to implement DAP within their classrooms. Fourteen of the teachers had comments coded within the theme of experience. Almost 68% of those comments fell within the subtheme of student teaching experience. Over half of the teachers expressed satisfaction with their student teaching experience. Fourteen teachers also commented within the theme of classroom organization, management, and procedures. About 73% of those comments were coded within the subtheme of classroom management. Teachers reported feeling both successful and challenged within this theme, and it was also identified as an area they would have liked more instruction in during their teacher preparation programs. Five less prominent themes were also delineated: special education, teacher intrinsic qualities, teacher characteristics, child and classroom characteristics, and parent and family issues. Study findings demonstrated, as well, that most teachers felt prepared for their first year of teaching by their teacher preparation program. The majority of teachers began first teaching in a public school setting and participants were teaching students ranging from pre-school to first grade. Limitations, implications, and suggestions for future research are discussed.
First Year Teachers Perceptions Of Their Readiness For The Classroom
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Author : Kathryn Pritchard
language : en
Publisher:
Release Date : 2017
First Year Teachers Perceptions Of Their Readiness For The Classroom written by Kathryn Pritchard and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with First year teachers categories.
This study addresses the impact of teacher preparation programs on novice teachers’ perceived readiness for the classroom. An explanatory sequential mixed-method, three-phase design was used involving two collections of quantitative data and a focus group convened to explore themes that emerged from quantitative data. Data collected suggest whether the type of teacher preparation program completed by a preservice teacher impacts a novice teacher’s perceived sense of readiness for teaching. -- Butin (2010) discussed “translating research into effective practice has been the weak link” (p. 4) in research studies. Studying a potential connection between teacher sense of readiness for the classroom and the needs they identify that will support them in their first year may reduce teacher attrition by providing North Carolina teacher mentor programs access to the types of support teachers feel they need in order to remain in teaching and provide teacher preparation programs with suggestions for focused instruction to meet teacher perceived needs. -- This study found traditionally certified teachers’ perceptions of readiness to teach declined during their first year, whereas lateral entry teachers’ perceptions of readiness to teach increased during their first year. Strategies to address the needs identified by teachers in the study including the needs related to teacher knowledge of learners, knowledge of subject matter, and knowledge of teaching are discussed in relation to the study’s findings.
Novice Teacher Perceptions Of Induction Supports Provided During The First Year
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Author : Keri James Tawater
language : en
Publisher:
Release Date : 2023
Novice Teacher Perceptions Of Induction Supports Provided During The First Year written by Keri James Tawater and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023 with categories.
This descriptive case study examined the perceptions of 6 beginning teachers regarding the supports offered to them during their 1st year of teaching. Based on purposeful and convenience sampling through administrative recommendations, the participants included 4 middle school 6th, 7th, and 8th grade teachers in their 2nd year of teaching. I collected data from documents and multiple interviews to understand the needs of beginning teachers and how to best support them. Utilizing the social cognitive learning framework, I analyzed the results in terms of which supports provided vicarious reinforcements, self-reinforcements, and ultimately self-efficacy. These perceptions and understandings were then compared to what is recommended in the research literature. The results of the study provide insight into the perceptions and understandings of the participants as they transitioned to their new roles as teachers. Findings suggest (1) new teachers need to be formally assigned a mentor in close proximity to them, (2) administrators should explicitly schedule times for novice teachers to observe effective instructional practices, and (3) a lack of administrative support can be offset by other positive, collegial relationships. Such findings suggest multiple implications for both school building administrators and teacher preparation programs.
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Author :
language : en
Publisher:
Release Date : 1961
written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1961 with categories.
First Year Teachers Perceptions Of Writing And Writing Instruction In Their Primary Classroom
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Author : Kathleen Whitby McDonnold
language : en
Publisher:
Release Date : 2011
First Year Teachers Perceptions Of Writing And Writing Instruction In Their Primary Classroom written by Kathleen Whitby McDonnold and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
This interpretive case study is an investigation of three first-year teachers' perceptions of student writing and writing instruction in second grade classrooms. The portrayals describe each teacher's early experiences with literacy and their professional path that led them to the classroom. The case studies also present the knowledge and the resources these three teachers report drawing on during their first year as a professional. A description of the each classroom and an account of writing instruction further contextualizes the interpretation of the perceptions about student writing and writing instruction each teacher. Classroom observation and interview data were collected during the spring semester of these three teachers first year as a professional in the classroom. Data analysis was ongoing and inductive (Glaser & Strauss, 1967). Recurring themes and patterns across the cases were used to build representations that most exemplified each teacher's perceptions. The findings in this study suggest that novice teachers draw from multiple sources of knowledge as they teach writing for the first time. The findings also suggest that the strongest influences on beginning teachers' writing instruction are their own experiences as a writer, their assigned mentor, and their grade-level team members. From the classroom observations and debriefing interviews, the findings further suggest that beginning teachers assume writing ideas come from teachers and that there is a particular writing process that is to be followed systematically. The findings also suggest that beginning teachers believe public displays of student work should be perfect and therefore place great importance on the conventions and mechanics of writing. The implications for this study and suggestions for future research relate to the potential for first year teachers to draw from multiple sources in their teacher education programs, the potential for school-based mentoring programs where mentor teachers receive training to support their work with new teachers especially as it impacts their practice and develops their expertise as they teach writing, and the potential for first year teachers to take the initiative for their own professional development as they continue to improve their practice teaching writing.
Novice Teachers Perceptions Of Their First Year Induction Program In Urban Schools
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Author : Phyllis A. Charleston-Cormier
language : en
Publisher:
Release Date : 2010
Novice Teachers Perceptions Of Their First Year Induction Program In Urban Schools written by Phyllis A. Charleston-Cormier and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with categories.
The study examined and evaluated perceptions of first year teachers on the effectiveness of induction activities, assistance, and support following participation in their induction program. This was a quantitative study of novice teachers in an urban school district. Teachers from all teaching disciplines, both at the elementary and secondary level, participated in the study. The researcher used the Novice Teacher Perceptions Assessment to survey 171 teachers. Of the 171 surveys distributed, 144 were returned and analyzed for this study. From the survey data, descriptive statistics and frequency counts were obtained for demographic information items and specific induction activities, assistance, and support. All data were analyzed for the effectiveness of teacher induction program components. The results of this study revealed that novice teachers were provided with six factors that were important to them. The factors were: information concerning the school and its culture; support for emotional stress; assistance in instructional strategies; the allocation of resources; and overall support of the induction program in relation to mentors and reflection. Perceptions were consistent among the demographics; namely, the subject taught, grade level taught, gender, age, ethnicity and environment. Novice teachers ranked ten activities they valued while in the induction program. The activities most valued were the support they received in assistance with discipline problems; feedback from observations, and the opportunity to observe other teachers. On the contrary, novice teachers least valued the support given to them relating to the physical aspect of their classrooms. This included classroom arrangement, designing bulletin boards and learning centers.
Induction And Support
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Author : Agnes Geok Kim Chew
language : en
Publisher:
Release Date : 2001
Induction And Support written by Agnes Geok Kim Chew and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001 with categories.
Novice Teachers Perceptions Of The Value Of Induction
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Author : Stephen J. Lindenmuth
language : en
Publisher:
Release Date : 2012
Novice Teachers Perceptions Of The Value Of Induction written by Stephen J. Lindenmuth and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with First year teachers categories.
This mixed methodological study examined novice teachers' perceptions of the value of teacher induction, what supports they need or value, and how they would change the induction process for the betterment of future novice teachers. The study was conducted with novice teachers from two school districts in the Commonwealth of Pennsylvania and utilized a researcher-created survey, open-ended questions, and focus group interviews to collect data from 25 survey respondents and 4 focus group interview participants. The perceptions of participants in this study revealed novices valued most parts of the induction program. However, analysis of the data did reveal that novice teachers perceived the induction program did not adequately provide them with classroom management strategies, information on teacher evaluation, or their legal rights as a teacher. Novice teachers' suggestions for improvement of induction programs include the need to extend induction beyond one year and provide multiple supports such as mentoring, time for professional collaboration, appropriate matching of mentor and novice teacher, increased observation opportunities for mentors, novices and peers, and meaningful and relevant principal feedback. Overall, the novice teachers acknowledged that even with some flaws in the program they valued the induction experience as it was an important contributor in helping them cope with the stress associated with being a first year teacher.
Perceptions Of First Year Teachers In An Urban High School
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Author : Dawn T. Lambeth
language : en
Publisher: LAP Lambert Academic Publishing
Release Date : 2013-01
Perceptions Of First Year Teachers In An Urban High School written by Dawn T. Lambeth and has been published by LAP Lambert Academic Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-01 with categories.
This qualitative study examined beginning teachers' perceptions of mentoring and induction. The rationale for the study was that the first years of teaching are typically the most challenging for beginning teachers. Data sources included observations, interviews, and field notes. This study had three objectives: to provide an up-to-date, readable, and wide-ranging account of the perceptions of beginning teachers; to offer a guide to some of the major issues currently under discussion in the experiences of beginning teachers; and to identify some of the major deficiencies in the existing literature. Data revealed that beginning teachers desired support in classroom management, curriculum and instruction, securing resources, and discipline. Given the amount of teachers who leave the profession within the first five years, this research has the potential to reveal the influencing factors which may lead to a teachers' decision to leave the classroom or remain in the teaching profession. In identifying these factors and creating and implementing effective induction programs and support systems, there may be a way to avoid or at least decrease the high turnover rate of beginning teachers
Novice Teachers Engaged In Reflective Dialogue A Case Study Investigating The Perception Of Audience
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Author : Devin R. Toma
language : en
Publisher:
Release Date : 2007
Novice Teachers Engaged In Reflective Dialogue A Case Study Investigating The Perception Of Audience written by Devin R. Toma and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with categories.
Findings in this study assist in understanding the process of acclimation for beginning teachers and their progression from novice towards the tacit knowledge and practice of an expert teacher. The investigation also drew conclusions regarding the role of administrators, mentors, peers, induction programs, and non-professional support as they related to the assistance of novice teachers.