‘I’m being measured as an NQT, that isn’t who I am’: an exploration of the experiences of career changer primary teachers in their first year of teaching

It is recognised that the first year of professional practice of teachers, also known as an induction year, has far reaching implications for their subsequent teaching career. This chapter discusses the findings of a large scale mixed-methods research project (2006-2010) conducted on the socialisation experiences of beginning primary teachers in the Republic of Ireland. In detail, the project was concerned with real life experiences of teachers as they progress through their first year of professional practice. The data on which the chapter reports was collected by means of a postal questionnaire to 1635 teachers and 52 in-depth qualitative interviews. The authors start the discussion by providing a rationale for this research and a broad overview of the teaching challenges faced by beginning teachers. Consideration is given to the ways in which first year teachers generate knowledge and meaning from an interaction between their experiences of classroom teaching and their approaches to address challenges they encounter. More specifically, the chapter discusses teacher self-strategies to find solutions to challenges to their practice and the ways in which collaboration and interaction with colleagues promotes classroom environments conducive to more effective teaching and learning. Lastly, some insight is provided into the models of induction supports available in primary schools and their potential to transform the experience of classroom teaching for beginning primary teachers.

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The Relationship between Musical Aptitude, Self-efficacy and Achievement of Elementary School Pre-service Teachers

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.20.9.10 ◽

2021 ◽

Vol 20 (9) ◽

pp. 174-191

Author(s):

Seungyoun Hong

Keyword(s):

Self Efficacy ◽

Primary Teachers ◽

First Year ◽

Musical Experience ◽

Chi Square ◽

First Year Students ◽

Musical Aptitude ◽

Chi Square Test ◽

Pattern Sensitivity ◽

The Relationship

The primary purpose of this study was to examine the self-efficacy of pre-primary teachers for musical aptitude, such as pitch and rhythm, and to examine whether there is a significant change in self-efficacy through individual practice and instruction of Chorubungen exercises for eight weeks. Another purpose of the study was to examine the relationship between the musical experience and musicality of pre-service teachers, and their musical experience and achievement. To this end, a survey was conducted at the end of the semester for first-year students (56 males, 84 females) of a University of Education after regular individual practice in and guidance for eight weeks in the second semester of 2020. According to the results of the analysis, the positive self-efficacy of the pre-service teachers for pitch and rhythm before class participation was about 22.1% and 34.3% of the respondents, respectively, but after participating in the class, self-efficacy increased to 82.1% for pitch and 72.9% for rhythm. In comparison with the lower five variables, namely whether they learned an instrument among musical experiences (t-test) and the degree of singing (F test), pitch sensitivity (t=2.41, p<.05), rhythm sensitivity (t =1.98, p<.05), tempo sensitivity (t=2.79, p<.01), major scale, and major harmony pattern sensitivity (t=2.67, p<.01), all showed significant differences. In comparison to the achievement groups (chi-square test), differences between the achievement groups were measured based on whether they previously had experienced musical instruments (χ2=10.11, p<.01) and whether they had been active in a club (χ2=8.70, p<.05).

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Newly Qualified Teachers: a comparative analysis of the perceptions held by B.Ed. and PGCE‐trained primary teachers of the level and frequency of stress experienced during the first year of teaching

Educational Psychology ◽

10.1080/0144341980180107 ◽

1998 ◽

Vol 18 (1) ◽

pp. 97-110 ◽

Cited By ~ 14

Author(s):

R. A. Cains ◽

C. R. Brown

Keyword(s):

Comparative Analysis ◽

Primary Teachers ◽

First Year ◽

Qualified Teachers ◽

Newly Qualified Teachers

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One Year on: First-Year Primary Teachers’ Perceptions of Preparedness to Manage Misbehaviour and Their Confidence in the Strategies They Use

Australasian Journal of Special Education ◽

10.1017/jse.2013.15 ◽

2013 ◽

Vol 37 (2) ◽

pp. 125-146 ◽

Cited By ~ 9

Author(s):

Sue O'Neill ◽

Jennifer Stephenson

Keyword(s):

Teacher Education ◽

Primary Teachers ◽

First Year ◽

Teacher Education Programs ◽

First Year Teachers ◽

Education Programs ◽

Behaviour Management ◽

Classroom Behaviour ◽

Problem Behaviours ◽

One Year

This article reports the findings of a one-year follow-up study of Australian beginning primary teachers’ perceived preparedness to manage a variety of problematic student behaviours, and their confidence and use of behaviour management strategies based on their preservice coursework in classroom behaviour management. A total of 216 primary teachers in their first year of employment located across Australia responded to the online survey. Based on their coursework preparation in classroom behaviour management, the first-year teachers felt, at best, only somewhat prepared to manage disruption, noncompliance and disorganisation problems, and closer to not at all prepared to manage aggressive, antisocial, or destructive behaviours. Their perceptions of preparedness to manage all categories of problem behaviours had decreased significantly since course completion in the past year. First-year teachers were aware of a wide range of strategies for responding to problem behaviours, and felt somewhat confident in using most of the strategies. Their confidence in use had increased for most strategies, but only minimally, since completing their teacher education programs. Issues with current preservice coursework in classroom behaviour management in teacher education programs are discussed, and suggestions for addressing preparation and confidence issues are offered.

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