The Interaction of School Context and Role Identity of First-Year Teachers

1993 ◽  
Vol 12 (3) ◽  
pp. 313-328 ◽  
Author(s):  
Melinda A. Solmon ◽  
Terry Worthy ◽  
Jo A. Carter
Keyword(s):  
Student Performance ◽  
School Context ◽  
Active Agent ◽  
Beginning Teacher ◽  
Role Identity ◽  
First Year ◽  
First Year Teachers ◽  
Socialization Process ◽  
Teaching Perspectives ◽  
Individual Perception

The interactive model views the teacher as a powerful socializing agent and establishes links between biographical characteristics and the demands of different contexts. This study describes the dynamic interaction of factors related to teacher role identity and school context. Specifically the goal was to employ case studies to examine the biographies of three first-year teachers to determine how individual perception of the teaching role impacts professional development during the first year of teaching. Using subject interviews, field notes, lesson plans, student performance data, and informal interviews with administrators and coworkers, a comparison was made between the cases to learn how the teaching perspectives of first-year teachers interact with school contexts. Results support the notion that the beginning teacher can be an active agent in controlling the direction of biography and social structures in the socialization process.

Teacher Role Identity of Student Teachers in Physical Education: An Interactive Analysis

1991 ◽  
Vol 10 (2) ◽  
pp. 188-209 ◽  
Author(s):  
Melinda A. Solmon ◽  
Terry Worthy ◽  
Amelia M. Lee ◽  
Jo A. Carter
Keyword(s):  
Student Teachers ◽  
Active Agent ◽  
Role Identity ◽  
Relative Strength ◽  
Teacher Role ◽  
Interaction Patterns ◽  
Socialization Process ◽  
Role Identities ◽  
Teaching Perspectives ◽  
Role Based

This investigation examined the teaching perspectives of student teachers and described the interplay between their role identities and teaching contexts. Principal findings were (a) investigators were able to describe definable characteristics of teacher role identity and assess the relative strength of the role based on clarity of teacher image and level of confidence, (b) interaction patterns were observable and varied according to individual teacher and context, (c) subjects with stronger TRIs were able to negotiate for and closely approximate a real teaching role by implementing their own style, and (d) subjects with weaker TRIs relied heavily on their cooperating teachers by mimicking their teaching styles and routines. In conclusion, the findings of this study support the view of the prospective teacher as an active agent in controlling the direction of biography and social structure in the socialization process.

scholarly journals Down the Rabbit Hole: A Fantastical First Year of Teaching

2021 ◽  
pp. 81-119
Author(s):  
Tabitha Dell'Angelo ◽  
Maria DeGenova
Keyword(s):  
Public Education ◽  
Critical Pedagogy ◽  
Beginning Teachers ◽  
Curriculum Design ◽  
Lived Experiences ◽  
Beginning Teacher ◽  
First Year ◽  
First Year Teachers ◽  
Multiple Dimensions ◽  
Competing Demands

Interviews and observations of first year teachers in the northeastern United States were used to construct a comic. The comic communicates the excitement, fears, and competing demands of a beginning teacher. The dialogue and setting are presented as surrealist to help the reader gain an understanding of the affective realities that the teachers expressed when describing their early teaching experiences. This approach allows for the multiple dimensions of the teachers’ lived experiences to be experienced in ways that a traditional text does not allow. The work takes a critical look at the transition of beginning teachers into their careers and is meant to trouble notions of standardization in both teacher preparation and curriculum design. This arts-based approach recognizes performance as both a method of investigation and representation (Worthen, 1998). Given that public education is often a prominent part of societal discourse, this modality allows the reader the opportunity to make meaning of the data by experiencing the words on the page (Leavy, 2009). The illustrations allow the reader to experience the words differently than traditional text. In this way, dramatizing the data is a form of critical pedagogy (Denzin, 2006).

Understanding the Teaching Perspectives of First-Year Teachers

1990 ◽  
Vol 41 (1) ◽  
pp. 28-38 ◽  
Author(s):  
Karen Kilgore ◽  
Dorene Ross ◽  
John Zbikowski
Keyword(s):  
First Year ◽  
First Year Teachers ◽  
Teaching Perspectives

scholarly journals Formatively assessing prospective teachers’ skills in leading mathematics discussions

2021 ◽  
Author(s):  
Meghan Shaughnessy ◽  
Nicole M. Garcia ◽  
Michaela Krug O’Neill ◽  
Sarah Kate Selling ◽  
Amber T. Willis ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Formative Assessment ◽  
Conceptual Understanding ◽  
Prospective Teachers ◽  
First Year ◽  
Teacher Education Programs ◽  
First Year Teachers ◽  
Education Programs ◽  
Prospective Elementary Teachers ◽  
Making Sense

AbstractMathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years, there has been increased attention to teaching prospective teachers to lead discussions with students. This paper examines the possibilities of designing a formative assessment that gathers information about prospective elementary teachers’ skills with leading problem-based mathematics discussions and makes sense of such information. A decomposition of the practice of leading discussions was developed and used to design the assessment. Nine first-year teachers who graduated from a range of different teacher education programs participated in the study. The findings reveal that our formative assessment works to gather information about teachers’ capabilities with leading discussions and that the associated tools support making sense of the information gathered. This suggests that such tools could be useful to support the formative assessment of the developing capabilities of prospective teachers.

What Trainee Teachers and Teachers Should Know About Aboriginal Children.

1979 ◽  
Vol 7 (5) ◽  
pp. 29-32
Author(s):  
Keyword(s):  
New South ◽  
New South Wales ◽  
Aboriginal Education ◽  
First Year ◽  
First Year Teachers ◽  
Trainee Teachers ◽  
Aboriginal Students ◽  
South Wales ◽  
Aboriginal Children ◽  
Consultative Group

The New South Wales Aboriginal Education Consultative Group feels that more emphasis needs to be placed on the training of teachers in regards to Aboriginal education.Many first year teachers are sent to country areas with a relatively high percentage of Aboriginal students. In the main, these teachers have had little or no contact with Aboriginal children or parents.

Visiting central's first‐year teachers

1953 ◽  
Vol 31 (3) ◽  
pp. 141-148
Author(s):  
Gerald L. Poor
Keyword(s):  
First Year ◽  
First Year Teachers

Classroom Management Actions of Beginning Urban Teachers

2018 ◽  
Vol 54 (3) ◽  
pp. 339-367 ◽  
Author(s):  
Andrew Kwok
Keyword(s):  
Classroom Management ◽  
Beginning Teachers ◽  
Management Strategies ◽  
First Year ◽  
Urban Teachers ◽  
First Year Teachers ◽  
Management Actions ◽  
Classroom Management Strategies ◽  
Video Recordings ◽  
Relational Strategies

This descriptive, mixed methods study of one interim certification program explores first year urban teachers’ classroom management actions. This study investigates what strategies teachers implement to manage the classroom from programmatic surveys of 87 first-year teachers and interviews, field visits, video recordings, and journals of five case participants. Results indicate that teachers used behavioral, academic, and relational strategies to manage the classroom and they tend to refine several of these actions over time. Findings suggest that teacher preparation should promote beginning teachers to implement a range of classroom management strategies and support teachers in how to refine their actions.

Psychometric testing as a predictor of student performance in first year physics practicals

1996 ◽  
Vol 5 (1) ◽  
pp. 47-57
Author(s):  
J. A. Cilliers ◽  
P. Kruger ◽  
I. Basson ◽  
P. A. Kirschner
Keyword(s):  
Student Performance ◽  
Psychometric Testing ◽  
First Year
Sign in / Sign up

Export Citation Format

Share Document