From stories of staying to stories of leaving: a US beginning teacher’s experience

This narrative inquiry traces a beginning teacher’s unfolding career over a six-year period in a diverse middle school in the fourth largest city in the USA. The work revolves around two conceptualizations: ‘stories to live by’ and ‘stories to leave by.’ How these identity-related phenomena surface and play out in an entry-level teacher’s experiences become revealed. The stories of experience lived and told, and relived and retold, illuminate the influence of context on beginning teachers’ knowing. The interwoven nature of educators’ lives also forms a major theme. In the final analysis, the beginning teacher’s ‘stories to live by’ are no longer able to sustain her in her urban teaching milieu. Shifting occurs and ‘stories to leave by’ prevail.     

中美高中物理教师对探究教学认识的比较研究——基于四节探究教学录像的量化分析

各国科学教育改革一直提倡探究教学,但是缺少对实践者教师之认识现状的关注,更缺少国际比较的视域。以四节国内探究式高中物理课堂教学录像为载体,利用六点量表对中国上海和美国芝加哥高中各一百名物理教师收集数据,并进行量化分析,以期通过中美高中物理教师对探究教学认识的差异探寻我国科学教师探究教学实践之路。     

培训新教师的导师:来自荷兰的经验

荷兰学者冯克进行了长期研究,发现作为一名成功的新教师导师必须具备的知识基础包括三个基本要素:第一,新教师专业发展的过程;第二,指导新教师课堂教学的策略;第三,理解新教师的经验学习过程.     

初任教师专业发展困境及改善策略

大多数初任教师都面临教育观念和角色认知以及人际交往和反思与重建等诸多困境,严重影响着教师的专业发展。造成这些困境的因素主要表现在教育观念薄弱以及缺乏良好的人际沟通能力、对教师角色的认知能力和自我反思与评价能力。初任教师要改变这种困境需要社会、教育组织和教师群体的共同参与,必须帮助他们树立科学的教育观,为他们提供专业发展的平台,提高他们的角色认知,增强他们反思与自我评价意识。     

Everybody’s problem: novice teachers in disadvantaged Mexican schools

This paper explores the difficulties that novice teachers confront at two economically, socially, and academically disadvantaged schools in the state of Nuevo Leon, Mexico. The researchers employed the action research tradition. Problems were identified using participant observation during reflexive workshops conducted with novice teachers and also in school settings. Teacher-generated written documents during the workshops were also analyzed. The difficulties these teachers face include issues related to parent involvement, resources, students’ basic learning background, teaching strategies for students with particular needs, discipline, work overload, and career preparation and curricular reform. The identified challenges are similar to those that beginning teachers typically experience. However, results of this study highlight the ways in which the immediate working context and characteristics of Mexico’s educational system uniquely impact and structure the experience of novice teachers in disadvantaged schools.     

‘These are not the realities I imagined’: an inquiry into the lost hopes and aspirations of beginning teachers

The Program for Excellence in Teaching (PET) conducted in Israel aspires towards training excellent teachers but also towards creating agents of change within the educational system. This qualitative study, focusing on 21 students and beginning teachers who participated in the PET at a certain college of education in Israel, examines their professional expectations and the disparity between intentions and implementations that happens as the beginning teachers encounter the reality in schools. The article suggests three factors that address this disparity: the participants’ positive conception of the educational system, the isolation of the beginning teachers, and the induction process they must undergo. This article proposes various innovative recommendations for coping with this situation.     

新教师人际交往心理障碍分析

新教师人际交往心理障碍是一个不容忽视的现实问题,本文概括了新教师人际交往心理障碍的表现,分析了造成新教师人际交往心理障碍的主客观因素,提出了预防和矫治的对策。     

Beginning teachers’ responses to education reform agendas

National education reform agendas are increasingly prevalent in school systems around the world. Whilst we have a substantial body of research exploring the ways in which schools manage change agendas, there is less discussion of the impacts these agendas may have on beginning teachers and their retention in the profession. Here I report on a study of 14 beginning teachers at a time when two major reforms were being introduced – national standardised literacy teaching and the public reporting of those results. I describe the ways in which these reforms were experienced by the teachers and discuss the implications for school leaders seeking to support beginning teachers in their schools.     

走向以“情”为根基的教师专业发展

当今时代的教师专业发展不仅需要专业知识、教育性知识和实践能力这些技术"硬件",还应有统摄技术选择和应用的理性和情感。教师情感是专业发展之基础、纽带、承诺、动力和境界。教师的情感培育有别于知识教育。教师需要深刻认识情感与认知的和谐互动关系,在教育教学实践的打磨下,通过科学的反思提升情感。     

Preparing beginning teachers for technology integration in education: ready for take-off?

The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers’ technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, while few created opportunities for student-centred technology use. Further, pre-service learning experiences that impact graduate teachers’ technology use are identified. While teacher educators modelling technology use are an important motivator for beginning teachers to use technology in their own teaching, field experiences seem to be the most critical factor influencing their current practice. Based on the results of this study, recommendations about how to prepare and support pre-service and beginning teachers for technology integration are discussed.     

Evolution of Teachers’ Technology Integration Knowledge,Beliefs, and Practices: How Can We Support Beginning Teachers Use of Technology?

Abstract

In this study, we examined a group of four teachers who completed extra educational technology coursework and field experiences during their teacher education programs to determine how their technology integration knowledge, self-efficacy beliefs, intentions, and practices evolved over time. We conducted interviews and evaluated data sources at three intervals: (1) after teacher education coursework was completed, (2) after student teaching was completed, and (3) after two initial years of teaching. Results showed that school resources and environment had a strong impact on beginning teachers' practices, regardless of strong internal enabling factors.     

Challenging experiences faced by beginning casual teachers: here one day and gone the next!

The Educational Alumni Support Project (EdASP) indicated that there is an urgent need for the teaching profession to support casual beginning teachers (CBTs). The EdASP that was carried out at the University of New England provided online support for primary and secondary beginning teachers, yet the majority of postings were submitted by CBTs. In general, these casual teachers experienced feelings of alienation, culture shock, a lack of school and systemic support, and are often not considered part of the school community by staff or students. The analysis of postings by CBTs provides further insight into the difficulties they face, as well as reveals or reinforces strategies that could effectively facilitate their teaching. Many of these findings are not new, yet the call to aid casuals continues to be overlooked. This need for support is both professional and pragmatic. Ethically, education – a nurturing profession – should support its novices. In addition, the transition period from pre‐service to professional teacher has significant implications for teacher educators plus the potential retention of teachers.