Pengurusan Bilik Darjah Guru Baharu yang Mengikuti Program Pembangunan Guru Baharu (PPGB) (Classroom Management of New Teachers that Participate in the New Teacher Development Program)

Background The need to support new teachers in urban public schools is well established, given current shortages and research that highlights serious issues with teacher retention. Debate continues about approaches to support for new teachers, including questions about the importance of developing an inquiry stance toward teaching. As more teacher preparation and professional development programs adopt inquiry-based methods, the theory and practice of these approaches deserve close analysis. Examining the ways in which inquiry-based programs strengthen or constrain new teacher agency is an important step in understanding the relationship between teacher retention and the deprofessionalization of teaching. Focus of Study This article describes two groups of new teachers who experienced the inquiry-based programs of support in which they participated as silencing and uncritical. The authors argue that even in the best-intentioned programs, inquiry can become a fixed method in which the new teachers’ voice and agency are lost. In each study, the new teachers worked to reclaim voice and agency through dialectic inquiry, which the authors characterize as local, self-reflexive, and able to embrace the tensions that mark many teaching situations. Research Design This article draws on two year-long practitioner research studies conducted with new teachers who were participating in structures intended to support their development as critical, reflective practitioners. Recommendations Given the nature of teaching as a profession, the authors argue that dialectic inquiry can help new teachers develop important attributes of agency and critique. The authors advocate for inquiry-based teacher development programs that remain flexible and reflective and are able to support new teachers in a profession that can be silencing.

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A development program for novice teachers: the UnB IsF NucLi experience

Olhares & Trilhas ◽

10.14393/ot2019v21.n.2.45386 ◽

2019 ◽

Vol 21 (2) ◽

pp. 79-94

Author(s):

Rachel Lourenço

Keyword(s):

Classroom Management ◽

Novice Teachers ◽

Teacher Development ◽

Course Design ◽

Teacher Education Program ◽

Collaborative Work ◽

Development Program ◽

Thinking Skills ◽

Critical Thinking Skills ◽

General Terms

This article is the result of a study carried out at the Núcleo de Línguas do Programa Idiomas sem Fronteiras (IsF NucLi) of the University of Brasília (UnB) during the period 2017-2018. The teacher development actions at the UnB IsF NucLi for the Idiomas sem Fronteiras (IsF) or Languages without Borders (LwB) Program were investigated by means of two questionnaires answered by former and by current participants, which contained questions about novice teachers' perceptions of the training they had received or were receiving and the impacts of this training on their professional lives. In general terms, the answers of former and current participants were similar. The most often mentioned areas for both groups were classroom management, lesson planning, and course design. They also mentioned critical thinking skills, collaborative work and a supportive environment. Despite being designed for novice teachers, this training program was not limited to the development of basic, daily teaching skills, so it was actually a teacher development or teacher education program, which focused on long-term professional development and on equipping novice teachers with tools that would aid them in decision-making processes along their careers.

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Strategies to Overcome Middle School Teachers' Classroom Management Stress

Advances in Early Childhood and K-12 Education - Promoting Positive Learning Experiences in Middle School Education ◽

10.4018/978-1-7998-7057-9.ch012 ◽

2021 ◽

pp. 217-235

Author(s):

Kent Alan Divoll ◽

Angelica Ramos Ribeiro

Keyword(s):

Middle School ◽

Classroom Management ◽

Student Development ◽

New Teachers ◽

Teacher Stress ◽

School Teacher ◽

New Teacher ◽

School Level ◽

School Philosophy ◽

The Brain

The purpose of this chapter is to explain the complexities of classroom management, student development, and middle school philosophy for new teachers at the middle school level. In addition, the authors provide the following four strategies to help new teachers deal with the stress of classroom situations: (a) improving knowledge of student development, the brain, and stress; (b) focusing on what is in the teachers' control; (c) breaking down the tasks into small chunks; and (d) creating a positive mindset. This chapter is unique because few authors have combined the concepts of middle school teacher stress caused by classroom management, how the brain influences classroom management, teacher stress, the cyclical nature of new teacher stress, and strategies to ameliorate stress.

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Actualizing Core Strengths in New Teacher Development

Teaching and Learning from Within ◽

10.4324/9780203121405-12 ◽

2012 ◽

pp. 75-89

Keyword(s):

Teacher Development ◽

New Teacher ◽

New Teacher Development

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How important are today’s teacher development program contents for primary school teacher?

JURNAL PENELITIAN ILMU PENDIDIKAN ◽

10.21831/jpipfip.v12i1.19799 ◽

2019 ◽

Vol 12 (1) ◽

pp. 55-62

Author(s):

Jayanti Jayanti ◽

Dinn Wahyudin

Keyword(s):

Classroom Management ◽

Primary School ◽

Teacher Development ◽

Teaching And Learning ◽

Developmental Psychology ◽

Lesson Plan ◽

Development Program ◽

Media Technology ◽

Primary School Teachers ◽

Teaching Motivation

Teacher development program (TDP) will only be effective when it answers the teacher's need. This study aims to find out how important the training content that has been delivered in the TDP. The training contents listed in this study drawn from the Teacher Working Group, the School of Master Teacher program organized by Sekolah Guru Indonesia Dompet Dhuafa and teacher development at Sukma Bangsa School. A total of 327 primary school teachers have participated in the study which was designed based on survey model. The study was limited to primary school teachers due to different teacher needs of other school levels may be occurred. The data of this study were obtained by using a questionnaire comprised of 13 close-ended items in the form of the rating scale. Descriptive statistics include the percentage, frequency, mean, and standard deviation for data analysis. According to the study results, 84,1% of respondents chosen classroom management as the most important training content to learn. Another indication of the result is that the teachers also need to learn teaching and learning models, developmental psychology, teaching motivation, teaching and learning evaluation, teaching and learning media, technology-based learning, lesson plan, 2013 curriculum, classroom display, public speaking and literacy-based learning that more than 50% teachers defined them as very important to learn. However, only 47% of respondents mentioned Classroom Action Research is very important to learn. Based on the results of this study, the designer of TDP suggested considering classroom management as the first priority to deliver in the TDP followed by teaching and learning models, developmental psychology, teaching motivation, teaching and learning evaluation, teaching and learning media, technology-based learning, lesson plan, 2013 curriculum, classroom display, public speaking and literacy-based learning. In addition, it has to pay more attention to the teacher's need level of Classroom Action Research that is still very low due to improving their motivation to do research.

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