Induction of Beginning Teachers in Ghana: Principles and Prospects

Beginning teacher induction is a transition from pre-service teacher preparation to teaching professional which brings a shift in a role orientation and an epistemological move from knowing about teaching through formal study to knowing how to teach by facing daily teaching challenges. This paper deals with the implementation and evaluation of beginning teacher induction programs for technology integration in Content and Language Integrated Learning (CLIL) for 24 beginning teachers from the northeastern region in Thailand. Both quantitative and qualitative data were collected. Quantitative data were collected from the assessment of the lesson plans and implementation of the lesson plans then analyzed using mean and standard deviation. Qualitative data were collected from three sources: (1) written logs by the participants, (2) data from video observation by the researcher, and (3) field notes by the researcher. Findings from the assessment of the lesson plans and implementation of the lesson plans were at a low level. Almost all participants reported having difficulties in technology integration in CLIL.

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Curriculum Development of In-service Teacher Education Programs to Enhance Secondary Beginning Teachers’ Core-competencies

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2017.17.10.289 ◽

2017 ◽

Vol 17 (10) ◽

pp. 289-312

Author(s):

Hyoshin Lee ◽

Keyword(s):

Teacher Education ◽

Curriculum Development ◽

Beginning Teachers ◽

Core Competencies ◽

Teacher Education Programs ◽

Education Programs

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Changing the Composition of Beginning Teachers: The Role of State Alternative Certification Policies

Educational Policy ◽

10.1177/08959048211015612 ◽

2021 ◽

pp. 089590482110156

Author(s):

Christopher Redding

Keyword(s):

Beginning Teachers ◽

Alternative Certification ◽

New Teachers ◽

State Level ◽

Schools And Staffing Survey ◽

Selective Colleges ◽

Nationally Representative ◽

Alternate Routes ◽

The Relationship

Drawing on nationally representative data from six cohorts of beginning teachers from the Schools and Staffing Survey and the National Teacher and Principal Survey, this study applies a difference-in-differences research design to examine the relationship between changes to state-level alternative certification policies and the characteristics of new teachers. The introduction of alternate routes into teaching is associated with an increase in the fraction of new teachers of color in a state and the new teachers who graduated from selective colleges. No evidence was found of a relationship with the relative share of male teachers or teachers of in-demand subjects.

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

Policy Futures in Education ◽

10.1177/14782103211001638 ◽

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.

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Mailbox: Beginning Teachers are Shortchanged, Unprepared

Kappa Delta Pi Record ◽

10.1080/00228958.2001.10518458 ◽

2001 ◽

Vol 37 (2) ◽

pp. 52-52

Keyword(s):

Beginning 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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