INDIVIDUAL EDUCATIONAL TRAJECTORY OF A YOUNG TEACHER: THE FOUNDATIONS OF FORMATION

From the early days of my career as an educator, I recall a discussion with students about their service-learning experiences in the community. “What I learned is that I really don’t like poor people,” one student said, without rancor. Chuckles of acknowledgment could be heard around the classroom. As a young teacher trying to learn how to facilitate reflection, I suddenly saw a space open up in the conversation for possibilities. One student’s honesty had allowed all of them to consider, without the anxiety of judgment, what they thought about what was going on inside themselves. Something had happened. That something was civic engagement.

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In-service supervision of a beginning teacher as a condition for the continuity of professional development

SHS Web of Conferences ◽

10.1051/shsconf/202111300044 ◽

2021 ◽

Vol 113 ◽

pp. 00044

Author(s):

E.Yu. Ilaltdinova ◽

S.V. Frolova ◽

T.N. Sergeeva

Keyword(s):

Professional Development ◽

Effective Teaching ◽

Beginning Teacher ◽

Educational Environment ◽

University Staff ◽

Young Specialist ◽

Complex Process ◽

Professional Environment ◽

Young Teacher ◽

Personal Qualities

The article is devoted to the problem of organizing in-service supervision of a beginning teacher in educational environment. The conceptual and practical ways of designing the model of in-service supervision of a young teacher are analyzed in the article. In-service supervision is defined as a purposeful complex process involving the cooperation of teachers-mentors with a young specialist in order to ensure successful entry into the profession, effective teaching, adaptation to the professional environment and overcoming crises and barriers arising in the process of teaching. The model of in-service supervision is based on a convention generation approach. A set of complementary principles of organizing in-service supervision is described. The model of in-service supervision is founded on the institution of double mentoring: a mentor from teachers’ education university staff and a mentor from school supervise a beginning teacher. The in-service supervision is based on mentoring technology. The authors describe the developed website for online in-service supervision, allowing timely, prompt interaction with a young teacher. The article analyzes the system of criteria for choosing a mentor as well as the system of professional and personal qualities of a mentor.

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FOR THE YOUNG TEACHER—1

ELT Journal ◽

10.1093/elt/xx.3.279 ◽

1966 ◽

Vol XX (3) ◽

pp. 279-281

Author(s):

H. A. CARTLEDGE

Keyword(s):

Young Teacher

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Teachers' Attitudes Towards Technology Integration

TPACK ◽

10.4018/978-1-5225-7918-2.ch003 ◽

2019 ◽

pp. 32-67

Author(s):

Zineb Djoub

Keyword(s):

Technology Integration ◽

Teacher Educators ◽

Teacher Education Programs ◽

Learning Technology ◽

Education Programs ◽

Attitudes Towards Technology ◽

Research Findings ◽

Young Teacher ◽

Teachers Attitudes ◽

Pre Service Teacher

As education and teaching have become intrinsically entwined, teachers need to develop the necessary knowledge and skills to integrate effectively technology into their teaching. Teacher educators are thus required to infuse technology throughout their programs and support trainees connect between technology and pedagogy within a given context. Yet, the question that can be raised is: How can teacher education programs prepare young teacher entering the profession to teach with learning technology and digital content? To elaborate on this issue, a study was conducted on a sample of teachers, using a survey questionnaire distributed online. This study seeks to address what teachers must know, understand and be able to do with regard to instructional technology. The research findings are meant to inform both teacher educators and program designers about the kind of training required to assist teachers with technology integration. Based on the data obtained, a set of suggestions for teacher educators are recommended for pre-service teacher training contexts.

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FOR THE YOUNG TEACHER—1

ELT Journal ◽

10.1093/elt/xxi.2.178 ◽

1967 ◽

Vol XXI (2) ◽

pp. 178-180

Author(s):

A. S. HORNBY

Keyword(s):

Young Teacher

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Shaping an agenda through experience(s)

Language Teaching ◽

10.1017/s026144481600032x ◽

2016 ◽

Vol 50 (1) ◽

pp. 120-134

Author(s):

William Grabe

Keyword(s):

Foreign Language ◽

Peace Corps ◽

Good Deal ◽

Summer Vacation ◽

Standard Arabic ◽

Political Sciences ◽

Efl Teacher ◽

Young Teacher ◽

Senior Students ◽

Modern Standard

After finishing a B.A. degree in History and Political Sciences from Valparaiso University, I began my post-undergraduate life going into the U. S. Peace Corps and spending three years as an English as a foreign language (EFL) teacher in lycees in Morocco. After all, in 1973, agreeing to a free summer vacation in Morocco for Peace Corps training, if nothing else, seemed like a good deal. Little did I know that an EFL/ESL (English as a second language)/applied linguistics life would begin at that point. I did learn that I liked teaching (which surprised me a bit) and the opportunities for creativity it provided (even if teaching with ‘Martin and Jillian’ (Broughton 1968) and First things first (Alexander 1972) (for those who remember). As a young teacher, I vividly remember, as a break from the routine, teaching my senior students the lyrics to ‘All Along the Watchtower,’ first the Bob Dylan version, then the Jimi Hendricks version. Sometimes we just have to take some chances. Morocco was also a great place to be in the middle of multilingualism in action: Moroccan Arabic, Berber, Modern Standard Arabic, French, Spanish, and English. For many of my students, English was their fifth language.

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