معايير تعيين المعلمين الجدد لمهنة التعليم في ضوء التوجهات الحديثة من وجهة نظر خبراء التربية = Appointment Criteria of New Teachers for the Teaching Profession in the Light of Modern Trends : The Perspective of Education Experts

ABSTRACTThe university teaching profession is at a crucial moment due to the generational change of professors, since those who are carrying it out have no teacher training and present areas of opportunity; The objective was to identify the training needs of experienced and new teachers. The methodology used was qualitative, with a socioanthropological approach, applying questionnaires to the professors of the Autonomous University of Sinaloa, Mexico. The results show that both teachers have training needs in the management of time, maintain the interest and expectations of students in the subject, and assess the level of student learning.RESUMENLa profesión docente universitaria se encuentra en un momento crucial por el cambio generacional de profesores, ya que quienes la están llevando a cabo no tiene formación docente y presentan áreas de oportunidad; el objetivo fue identificar las necesidades formativas de los profesores experimentados y noveles. La metodología utilizada fue cualitativa, con enfoque socioantropológico, aplicando cuestionarios a los profesores de la Universidad Autónoma de Sinaloa, México. Los resultados muestran que ambos profesores tienen necesidades formativas en el manejo del tiempo, mantener el interés y expectativas de los estudiantes en la materia, y evaluar el nivel de aprendizaje de los alumnos.

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Mentoring New Teachers and Introducing Them to Administrative Skills

Journal of Public Administration and Governance ◽

10.5296/jpag.v7i3.11362 ◽

2017 ◽

Vol 7 (3) ◽

pp. 65

Author(s):

Amos Oyetunde Alabi

Keyword(s):

School System ◽

New Teachers ◽

Teaching Effectiveness ◽

Cost Effective ◽

Teaching Profession ◽

Community Relations ◽

Plant Management ◽

Full Time ◽

Mentoring New Teachers ◽

Administrative Skills

This paper examined benefits of mentoring to the teachers especially the new teachers in the school system. The concept of mentoring was discussed vis-a-vis other related terms. The qualities of a mentor teacher were elucidated. How to start a mentoring programme as well as the four phases of mentoring relationship were fully highlighted and discussed. The “new teachers” to be introduced to administrative skills as identified by the paper are: those not trained in the teaching profession, those trained but entering into full time teaching for the first time, those trained teachers but not experienced in teaching (1 – 4 years) and those already teaching but found teaching uninteresting. The skills on which the new teachers can be mentored includes: school records keeping, class(room) management, teaching effectiveness and efficiency, school community relations, school plant management and evaluation and assessment of students. Benefits of mentoring to old and new teachers were highlighted. Mentoring is one of the best reforms in the education system and a very cost effective programme which will make the teachers to be the best they could in the school system and in the teaching profession.

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Who Teaches and Where They Choose to Teach: College Graduates of the 1990s

Educational Evaluation and Policy Analysis ◽

10.3102/0162373707305586 ◽

2007 ◽

Vol 29 (3) ◽

pp. 155-168 ◽

Cited By ~ 25

Author(s):

Marigee Bacolod

Keyword(s):

Working Conditions ◽

New Teachers ◽

Significant Variation ◽

College Graduates ◽

Teaching Profession ◽

Nested Logit ◽

Relative Importance ◽

Teacher Salaries ◽

Job Attributes ◽

Market Opportunities

This article investigates the key determinants of entry into the teaching profession and the subsequent sorting of new teachers across urban, suburban, and rural schools. Of particular interest is the relative importance of teacher salaries, alternative labor market opportunities, and nonpecuniary job attributes or working conditions to this decision process. Results from a nested logit model applied to the Baccalaureate and Beyond Longitudinal Study show that working conditions play a relatively more important role in determining where new teachers end up choosing to teach, rather than differences in teacher salaries. This is especially true for women. Meanwhile, wages play a relatively more important role in the occupational entry decision. In addition, there is significant variation in teacher quality indicators across these school locations.

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Using E-Learning to Increase Opportunities in CTE and Adult Education

Handbook of Research on E-Learning Applications for Career and Technical Education ◽

10.4018/978-1-60566-739-3.ch026 ◽

2009 ◽

pp. 329-340

Author(s):

Linda Lyons ◽

Don Quick ◽

Ian Gordon

Keyword(s):

Rural Areas ◽

New Teachers ◽

New Teacher ◽

Teaching Profession ◽

Interactive Technology ◽

Interactive System ◽

Face To Face ◽

Hybrid Delivery ◽

E Learning ◽

Face To Face Instruction

Faced with the challenge of training Career & Technical Educators (CTE) in rural areas, the authors developed a hybrid delivery system that would minimize and condense face-to-face instruction, while integrating distance components through the use of two-way interactive technology and an online course management system. The program described in this chapter is for new teachers, designed to model classroom teaching techniques, methods of delivery, and best teaching practices. The online components combined with the two-way interactive system give new teachers the opportunity to shares ideas and issues with the whole class, either face-to-face or online. This model is based on the premise that the new teacher will also obtain many teaching skills by being actively engaged in the teaching process, guided by a capable mentor at her site. The purpose of this chapter is to unveil an e-learning model that accommodates distance students, especially those in the teaching profession.

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Clinging to the Edge of Chaos: The Emergence of Practice in the First Year of Teaching

Teachers College Record ◽

10.1177/016146811812000701 ◽

2018 ◽

Vol 120 (7) ◽

pp. 1-32

Author(s):

Kathryn J. Strom ◽

Adrian D. Martin ◽

Ana MarÍa Villegas

Keyword(s):

New Teachers ◽

Teacher Practices ◽

Teaching Profession ◽

First Year ◽

First Year Teachers ◽

Student Centered ◽

Organizational Challenges ◽

First Year Teacher ◽

Transition Into Teaching ◽

Systems View

Background/Context New teachers must cope with various instructional, personal and organizational challenges, an experience that often leads to difficulties enacting innovative, student-centered instructional practices learned in their preservice programs and contributes to high rates of teacher attrition. Purpose Drawing on complexity theory, this review of empirical research takes an organizational or “systems” perspective on the experiences of first-year teachers as they transition from preservice education to the teaching profession. In so doing, we aim to shift away from constructions of the teacher as an autonomous actor and instead build a more complex, nuanced, and layered understanding of the multidimensional influences that work together to shape the practices of novice teachers. Research Design We conducted a metasynthesis of 46 studies that met the following criteria: (a) were focused on first-year teachers, (b) offered sufficient description of participants’ professional practices, (c) featured participants who attended a university-based preparation program, and (d) were conducted since 1990. We first recorded each study's methods, findings, and descriptions of first-year teacher practices. As a second level of analysis, we used a complexity lens to identify the systems comprising first-year teacher practices, noting how those systems and their component or elements interacted to shape first-year teaching. Findings/Results We found that common patterns of interactions between and among systems of first-year teaching—including the teacher herself, the classroom, the school, and the larger district, state, and federal environments—tend to reinforce traditional, teacher-centered practices. Yet, in some studies, conditions surfaced that enabled participants’ to enact student-centered and equity-minded teaching practices learned in their preservice programs. Conclusions/Recommendations Authors suggest that taking a complex systems view of beginning teaching, rather than singularly focusing on the teacher's actions out of context, can reveal opportunities for fostering more supportive, enabling conditions for new teachers to enact innovative practices that many preservice programs promote and experience a smoother transition into teaching.

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Newly Qualified Teachers’ Needs of Support for Professional Competences in Four European Countries: Finland, the United Kingdom, Portugal, and Belgium

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.66 ◽

2016 ◽

Vol 6 (3) ◽

pp. 77-100

Author(s):

Vilhelmiina Harju ◽

Hannele Niemi

Keyword(s):

United Kingdom ◽

Latent Variables ◽

New Teachers ◽

Teaching Experience ◽

Teaching Profession ◽

Initial Teacher Education ◽

Learning Needs ◽

Qualified Teachers ◽

The United Kingdom ◽

Newly Qualified Teachers

The first few years in the teaching profession are usually demanding. Although initial teacher education forms an essential foundation for teachers’ work, it cannot fully prepare new teachers for the complexities of working life. This study focuses on investigating the need for professional development support among newly qualified teachers to determine what their professional learning needs are and how these needs differ among teachers from four different countries: Finland, the United Kingdom (England), Portugal and Belgium (Flanders). The research data was collected via a questionnaire from 314 teachers, each with less than five years of teaching experience, and both closed and open-ended questions were included. The quantitative data was analysed using descriptive statistics and factor analysis to identify the latent variables associated with their needs. Answers to the open-ended questions were used to gain deeper insight into the newly qualified teachers’ situation. The results indicate that new teachers need support, especially regarding conflict situations and in differentiating their teaching. In addition, when analysing the profiles of eight support-need latent variables, all of the teachers in the different countries viewed supporting students’ holistic development as the most important area. Although the results of this study cannot be generalised, they provide an important overview of new teachers’ learning needs that should be taken into account when planning and organising support for them.

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