Expected data literacy knowledge and skills for early career teachers: Perspectives from school and district personnel

Purpose – The number of early career teachers leaving the profession continues to be an ongoing issue across the globe. This pressing concern has resulted in increased attention to the instructional and psychological conditions necessary to retain early career educators. However, less formal attention has been paid to the social infrastructure in which early career teachers find themselves. The purpose of this paper is to foreground the role of social capital and its effect on job attitudes and educators’ intention to leave the profession. Design/methodology/approach – Data were collected from 736 teachers within ten secondary schools in Flanders (Belgium). Using social network and multilevel moderated mediation analysis techniques, the relationships between teachers’ social connectedness, job attitudes, and the intention to leave the profession for both novice and experienced teachers were analyzed. Findings – Findings indicate that being socially connected to other educators within the school is associated with a reduction in teachers’ intention to leave the profession, mediated by their job attitudes, for both early career and experienced teachers. However, social connectedness was significantly more important for early career teachers. No significant effects are found for being socially connected to the mentor. Originality/value – This study provides evidence for the importance of social capital for teachers, particularly early career educators. Moreover, by introducing teachers’ social connectedness as related to intention to leave, this study makes a significant and unique contribution to the literature.

Download Full-text

Early career teachers' quit intentions: implications for teacher education

International Journal of Educational Management ◽

10.1108/09513541011067665 ◽

2010 ◽

Vol 24 (6) ◽

pp. 478-491 ◽

Cited By ~ 1

Author(s):

Mohan Raju Pamu

Keyword(s):

Teacher Education ◽

Early Career ◽

Early Career Teachers ◽

Career Teachers ◽

Quit Intentions

Download Full-text

Conhecimentos de Professores de Matemática em Início de Carreira Sobre o Campo Aditivo

Jornal Internacional de Estudos em Educação Matemática ◽

10.17921/2176-5634.2020v13n1p53-63 ◽

2020 ◽

Vol 13 (1) ◽

pp. 53-63

Author(s):

Rafael Neves Almeida ◽

Ruy Cesar Pietropaolo

Keyword(s):

Data Collection ◽

Knowledge Base ◽

Mathematical Knowledge ◽

Mathematical Knowledge For Teaching ◽

Early Career ◽

Early Career Teachers ◽

Knowledge For Teaching ◽

Problem Situations ◽

Scholarship Recipients ◽

Career Teachers

Este trabalho apresenta um estudo realizado com cinco professores de Matemática, em início de carreira, ex-bolsistas do Programa Institucional de Bolsa de Iniciação à Docência (Pibid), cujo objetivo foi evidenciar os Conhecimentos Didáticos e Curriculares dos participantes sobre o ensino de problemas do campo aditivo, conforme indicado pelos parâmetros curriculares nacionais. A coleta de dados se deu por meio de entrevistas e protocolos respondidos pelos professores. Como referenciais teóricos, no tocante ao início de carreira, foram utilizados os trabalhos de Huberman e Garcia. Em relação aos conhecimentos de professores necessários à docência optou-se por Ball, Thames e Phelps. A análise dos dados nos permitiu verificar que os professores no processo de ensino do campo aditivo dão bastante ênfase à ideia de combinar dois estados para obter um terceiro, não destacando outros importantes significados. Portanto, faz-se necessário uma ampliação na base de conhecimentos desses docentes para o ensino das operações. Palavras-chave: Professores em Início de Carreira. Conhecimentos Matemáticos para o Ensino. Campo Aditivo. PIBID. Abstract In this work, we will present a study carried out with five early-career teachers, former scholarship recipients of the Programa Institucional de Bolsa de Iniciação a Docência (Pibid), whose objective was to highlight the participants' Didactic and Curricular Knowledge about the notion of addition. The data collection was done through interviews and protocols answered by the teachers. As theoretical references, regarding the beginning of the career, the works of Huberman (1995) and Garcia (1999) were used. Regarding the teachers' knowledge required for teaching, Ball, Thames and Phelps (2008) were chosen. The analysis of the data allowed us to verify that the teachers' knowledge about addition operation is restricted to the meaning of joining and that the idea most used to work with this theme in the classroom involves problem situations with money. Therefore, it is necessary to increase the knowledge base of these teachers. Keywords: Teacher Early-Career Teachers. Mathematical Knowledge for Teaching (MKT).

Download Full-text