What Beginning Teachers’ Narratives about Video-Based Instruction Tell Us about Learning to Teach Science and Literacy

2015 ◽  
pp. 21-39
Author(s):  
Mark W. Conley ◽  
Hosun Kang
Keyword(s):  
Beginning Teachers ◽  
Learning To Teach ◽  
Based Instruction

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.

scholarly journals Teaching Old Dogs "New" Grammar Tricks with Content-based Instruction: A Course Evaluation

2020 ◽  
Vol 10 (3) ◽  
pp. 64
Author(s):  
Deron Walker
Keyword(s):  
Beginning Teachers ◽  
Student Teachers ◽  
School Teacher ◽  
Course Evaluation ◽  
Grammar Instruction ◽  
Naturalistic Inquiry ◽  
Graduate Level ◽  
New Methods ◽  
Based Instruction ◽  
Teaching Grammar

What do we do when we discover that a uniform body of research speaks with virtually one voice, boldly declaring that practically everything we have traditionally experienced in school and have ever been taught about teaching grammar has been consistently found to be largely ineffective? A California school teacher, continuing her professional development and studying a graduate level English course using “contextual approaches to grammar,” might feel anxious, skeptical, or perhaps even relieved for the opportunity to be able to stop “teaching the book” in favor of exploring “new” methods and approaches, content-based instruction (CBI). This paper reports on a naturalistic inquiry in which a graduate level course instructor introduced this “new” approach and its “new” methods to his class of graduate student / teachers and encouraged them to make their own innovations to grammar instruction. As a result, both the numerical ratings and comments on course evaluations as well as the work submitted during the semester, indicated strongly that the beginning teachers and pre-service teachers taking this course learned a lot about teaching grammar more contextually, in a content-based manner. Thus, they were increasingly willing to try out those ideas when engaged in literary or writing instruction by the end of the course.

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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