Learning to Teach Technology: the Journey of Two Beginning Teachers

2007 ◽  
pp. 155-169
Author(s):  
Jennifer Sutcliffe ◽  
Sanyee Chen
Keyword(s):  
Beginning Teachers ◽  
Learning To Teach

Teaching and Learning to Teach: The Two Roles of Beginning Teachers

1989 ◽  
Vol 89 (4) ◽  
pp. 471-493 ◽  
Author(s):  
Terry M. Wildman ◽  
Jerome A. Niles ◽  
Susan G. Magliaro ◽  
Ruth Anne McLaughlin
Keyword(s):  
Beginning Teachers ◽  
Teaching And Learning ◽  
Learning To Teach

scholarly journals Like Day and NIght: On Becoming a Teacher in Two Distinct Professional Cultures in Rural Saskatchewan

2018 ◽  
Vol 38 (2) ◽  
Author(s):  
Dianne M. Miller ◽  
Laurie-Ann M. Hellsten
Keyword(s):  
Beginning Teachers ◽  
Social Economic ◽  
Institutional Ethnography ◽  
Beginning Teacher ◽  
Learning To Teach ◽  
Canadian Province ◽  
Personal Stories ◽  
Professional Success ◽  
Material Conditions ◽  
Commuting Distance

Framed within ecological and institutional ethnography perspectives, and situated within a larger study of beginning teachers in the Canadian province of Saskatchewan, this paper focuses on the dramatically different experiences of one beginning teacher who happened to secure half-time contracts in two rural schools within commuting distance of one another. His account of these experiences and how he makes sense of them orient researchers to the broad social, economic, and material conditions that organize the mutually dependent work of parents and teachers. This analysis contributes to beginning teacher research by affirming the value of personal stories of learning to teach, moving beyond studies of individual adaptation to fixed notions of professional success, and opening to scrutiny the shared conditions of early and later career teachers as they are institutionally and discursively organized, thus promoting appreciation of the complexities of learning to teach attuned to variation in local rural circumstances.

Elementary Classroom Teachers’ Beliefs Across Time: Learning to Teach Physical Education

2016 ◽  
Vol 35 (2) ◽  
pp. 97-106 ◽  
Author(s):  
Déirdre Ní Chróinín ◽  
Mary O’Sullivan
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Beginning Teachers ◽  
Longitudinal Research ◽  
Teacher Education Program ◽  
Elementary Classroom ◽  
Active Participation ◽  
Learning To Teach ◽  
Classroom Teachers ◽  
Teachers Beliefs

This longitudinal research explored beginning elementary classroom teachers’ beliefs about learning to teach physical education (PE) across time. Understanding how beliefs shape the process of learning to teach PE can inform the design of more impactful physical education teacher education (PETE). We mapped beliefs over six years including the three years of an undergraduate elementary teacher education program and the first three years teaching in schools through reflective writing tasks and semistructured interviews. Across time these beginning teachers believed that learning to teach PE required active participation in PE content, building of a resource bank of content ideas, and practice of teaching the content. Building competence in PE content through active participation combined with development of more complex understandings of PE content through PETE pedagogies can better support elementary teachers learning to teach PE.

Learning to Teach: An Agenda for Research on the Induction and Mentoring of Beginning Teachers

2012 ◽  
Vol 114 (14) ◽  
pp. 219-247
Author(s):  
Thomas M. Smith ◽  
Laura M. Desimone ◽  
Andrew Porter ◽  
Kristin Mcgraner ◽  
Katherine Taylor Haynes
Keyword(s):  
Beginning Teachers ◽  
Learning To Teach

scholarly journals Commentary: Reflections on Literacy, Education and a Twenty-Year Inquiry Process

2011 ◽  
Vol 4 (2) ◽  
pp. 47-54
Author(s):  
Sandra Hollingsworth
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Beginning Teachers ◽  
Urban Schools ◽  
Literacy Education ◽  
Learning To Teach ◽  
Multiple Literacies ◽  
Informal Group ◽  
Inquiry Process ◽  
Unique Experience

In this interview Sandra Hollingsworth describes a unique experience in open-ended inquiry that lasted over 20 years.As a new professor at Berkeley she began with a study of her teaching literacy to preservice teachers from a traditional anthropologic perspective. When the study showed that her students had learned "nothing," she invited an informal group of them to share their experiences as beginning teachers learning to teach reading.The group transformed with time and became recurring occasions for all to reflect and learn about topics like social justice in urban schools, multiple literacies, race and other teaching issues. She describes some of the challenges the group encountered when trying to publish its findings and some of the key things she learned from participating in this inquiry—such as the importance of longitudinal inquiry.Finally,she introduces fellow members of the group and describes their current professional endeavours.

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