Mentoring and Lived Experiences of Beginning Teachers in a Resident Teacher Program

2016 ◽  
pp. 228-245
Author(s):  
Emmanuel Adjei-Boateng ◽  
Bonni Gourneau
Keyword(s):  
Elementary Education ◽  
Beginning Teachers ◽  
College Of Education ◽  
Classroom Teaching ◽  
Double Support ◽  
Teachers Experiences ◽  
Development Support ◽  
Resident Teacher Program ◽  
Teacher Residency ◽  
Successes And Challenges

There has been considerable attention and focus, in the field of education, on development support for beginning teachers. The resident teacher program or a teacher residency is a comprehensive means of providing beginning teachers with support. This initiative is usually organized through the concerted efforts of a college of education and school district. Within this study, attention is given to the potential or real benefits and to the successes and challenges of an existing resident teacher program with six beginning teachers enrolled in an elementary education resident teacher program. The outcome shows that resident teachers' experiences is characterized by double commitment with a lot of responsibilities but double support; ability to bring what's learned in graduate courses into classroom teaching; and confidence to transition into regular classroom teaching after the program.

Mentoring and Lived Experiences of Beginning Teachers in a Resident Teacher Program

2018 ◽  
pp. 534-552
Author(s):  
Emmanuel Adjei-Boateng ◽  
Bonni Gourneau
Keyword(s):  
Elementary Education ◽  
Beginning Teachers ◽  
College Of Education ◽  
Classroom Teaching ◽  
Double Support ◽  
Teachers Experiences ◽  
Development Support ◽  
Resident Teacher Program ◽  
Teacher Residency ◽  
Successes And Challenges

There has been considerable attention and focus, in the field of education, on development support for beginning teachers. The resident teacher program or a teacher residency is a comprehensive means of providing beginning teachers with support. This initiative is usually organized through the concerted efforts of a college of education and school district. Within this study, attention is given to the potential or real benefits and to the successes and challenges of an existing resident teacher program with six beginning teachers enrolled in an elementary education resident teacher program. The outcome shows that resident teachers' experiences is characterized by double commitment with a lot of responsibilities but double support; ability to bring what's learned in graduate courses into classroom teaching; and confidence to transition into regular classroom teaching after the program.

Beginning teachers in early childhood education: A critical discourse analysis of policies in Aotearoa New Zealand and the United States

2021 ◽  
pp. 147821032110016
Author(s):  
Jessica Cira Rubin ◽  
Susan Tily
Keyword(s):  
Discourse Analysis ◽  
Beginning Teachers ◽  
Critical Discourse Analysis ◽  
The United States ◽  
Critical Discourse ◽  
Professional Careers ◽  
Aotearoa New Zealand ◽  
Teachers Experiences ◽  
Politics And Culture ◽  
Early Phases

The early phases of teachers’ professional careers are multi-layered and informed by many factors, including teachers’ values, their own experiences in schools, and the nested contexts of their professional employment. While in teachers’ everyday lives government policies sometimes operate beneath the surface rather than overtly, these policies influence many teachers’ experiences, contributing significantly to what critical discourse analysis scholars call the ‘issue’ of teachers’ available subjectivities being influenced by prevailing ideologies as they are newly entering the profession. In this analysis, we activate critical discourse analysis in order to offer new understandings about policies and contexts associated with new teachers entering the profession. Our analysis is significant in its co-consideration of policies from contexts that we see as experiencing the influence of neoliberal ideologies in different ways. As critical discourse analysis is transdisciplinary, it also offers chances to transcend boundaries of politics and culture to inquire into social wrongs as we actually experience them in a world that is globally connected and globally influenced. The significance of this analysis, then, lies with the continued questioning we hope that it, and others like it, make possible.

scholarly journals Teaching in IP Schools: An Analysis of Teachers' Experiences as Input to Pre-Service Teacher Education

2021 ◽  
Vol 3 (4) ◽  
pp. 131-142
Author(s):  
Riza Reyteran
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Education Curriculum ◽  
Validity And Reliability ◽  
Indigenous Students ◽  
Teacher Education Curriculum ◽  
Teachers Experiences ◽  
Curriculum Monitoring ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The demand to make education inclusive requires assurance that the future teachers of indigenous students are fully equipped to handle multicultural classes. Hence, with an end goal of identifying inputs that could enhance pre-service teacher education, this study was conducted to determine the profile, experiences, knowledge, attitudes, and skills of the randomly selected teachers of indigenous students in the province of Occidental Mindoro. The data were gathered online through a questionnaire that underwent validity and reliability tests. Findings reveal that the teachers are graduates of bachelor of Elementary Education and have been teaching in the IP schools for not more than three years. The teachers frequently experience implementing the curriculum, monitoring student’s progress, and living with the IP community, and occasionally experience travelling to and from the IP community as they embark on the day-to-day activities of teaching their IP students. The knowledge, attitudes, and skills they have acquired from their pre-service teacher education curriculum have prepared them in teaching IP students. Five themes emanate from the teachers’ suggestions on how to enhance the pre-service teacher education curriculum such as inclusion of IP education, awareness program on the culture of Indigenous People, inclusion of IP language, training on how to handle combined or multigrade class, and conducting immersion activities in IP or minority schools. The College of Teacher Education may consider the suggestions of the teachers in reviewing and revising the existing curriculum of pre-service teacher education.

How Well Do 158 Prospective Elementary Teachers Know Arithmetic?

1960 ◽  
Vol 7 (3) ◽  
pp. 141-146
Author(s):  
Elbert Fulkerson
Keyword(s):  
Elementary Education ◽  
Liberal Arts ◽  
Number System ◽  
College Of Education ◽  
Careful Study ◽  
Arts And Sciences ◽  
Liberal Arts And Sciences ◽  
The Subject ◽  
Professional Treatment ◽  
The University

For the Past Several Years the College of Education of Southern Illinois University has required its students majoring in elementary education to take a course known as Mathematics 210, which is described in the University Bulletin as a “professional treatment of the subject matter of arithmetic methods and a study of trends and current literature on the teaching of arithmetic.” This course is offered by the Mathematics Department of the College of Liberal Arts and Sciences and carries four quarter hours of credit. I ts prerequisite is a general mathematics course which does not count toward a major or minor in mathematics but which does include, however, a careful study of the real number system and other topics providing a better understanding of arithmetic and elementary algebra.

scholarly journals Diverse BookFinder: BIPOC collection development for children’s and young adult collections

2020 ◽  
Vol 81 (10) ◽  
pp. 481
Author(s):  
Rachael Elrod ◽  
Brittany Kester
Keyword(s):  
Elementary Education ◽  
Bilingual Education ◽  
English Education ◽  
College Of Education ◽  
Literacy Education ◽  
Learning Needs ◽  
Collection Development ◽  
University Of Florida ◽  
Childhood Education ◽  
The University

The Education Library at the University of Florida (UF) supports the teaching, research, and learning needs of the College of Education (COE), including early childhood education, elementary education, English education, ESOL/bilingual education, and reading and literacy education programs.

scholarly journals Education Library 2.0: The Establishment of a Dynamic Multi-Site Liaison Program

2017 ◽  
Vol 32 (2) ◽  
pp. 3 ◽  
Author(s):  
Ann Ewbank
Keyword(s):  
Information Literacy ◽  
College Of Education ◽  
Faculty Members ◽  
Full Time ◽  
Web 2.0 Tools ◽  
Face To Face ◽  
Library Program ◽  
Face To Face Instruction ◽  
Successes And Challenges ◽  
Time Faculty

Using a combination of marketing, Web 2.0 tools, videoconferencing, face-to-face instruction and site visits, a library presence including systematic information literacy instruction is embedded into multiple programs at sixteen sites in a growing college of education with nearly 6000 students and over 115 full-time faculty members. As the needs of the students and faculty evolve, the library program responds. This article describes the education library liaison program for Arizona State University’s College of Teacher Education and Leadership, including both successes and challenges, within the context of university, college, and library change.

Sign in / Sign up

Export Citation Format

Share Document