Review on Regional Standardized Training of First-year Teachers in Shanghai

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.

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What Trainee Teachers and Teachers Should Know About Aboriginal Children.

The Australian Journal of Indigenous Education ◽

10.1017/s0310582200010725 ◽

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.

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Visiting central's first‐year teachers

Peabody Journal of Education ◽

10.1080/01619565309536474 ◽

1953 ◽

Vol 31 (3) ◽

pp. 141-148

Author(s):

Gerald L. Poor

Keyword(s):

First Year ◽

First Year Teachers

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Classroom Management Actions of Beginning Urban Teachers

Urban Education ◽

10.1177/0042085918795017 ◽

2018 ◽

Vol 54 (3) ◽

pp. 339-367 ◽

Cited By ~ 4

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.

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