What First-Year Teachers Really Want from Principals During Their Induction Year: A Beginning Teacher Study Group's Shared Inquiry

The interactive model views the teacher as a powerful socializing agent and establishes links between biographical characteristics and the demands of different contexts. This study describes the dynamic interaction of factors related to teacher role identity and school context. Specifically the goal was to employ case studies to examine the biographies of three first-year teachers to determine how individual perception of the teaching role impacts professional development during the first year of teaching. Using subject interviews, field notes, lesson plans, student performance data, and informal interviews with administrators and coworkers, a comparison was made between the cases to learn how the teaching perspectives of first-year teachers interact with school contexts. Results support the notion that the beginning teacher can be an active agent in controlling the direction of biography and social structures in the socialization process.

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Down the Rabbit Hole: A Fantastical First Year of Teaching

#CritEdPol Journal of Critical Education Policy Studies at Swarthmore College ◽

10.24968/2473-912x.3.1.6 ◽

2021 ◽

pp. 81-119

Author(s):

Tabitha Dell'Angelo ◽

Maria DeGenova

Keyword(s):

Public Education ◽

Critical Pedagogy ◽

Beginning Teachers ◽

Curriculum Design ◽

Lived Experiences ◽

Beginning Teacher ◽

First Year ◽

First Year Teachers ◽

Multiple Dimensions ◽

Competing Demands

Interviews and observations of first year teachers in the northeastern United States were used to construct a comic. The comic communicates the excitement, fears, and competing demands of a beginning teacher. The dialogue and setting are presented as surrealist to help the reader gain an understanding of the affective realities that the teachers expressed when describing their early teaching experiences. This approach allows for the multiple dimensions of the teachers’ lived experiences to be experienced in ways that a traditional text does not allow. The work takes a critical look at the transition of beginning teachers into their careers and is meant to trouble notions of standardization in both teacher preparation and curriculum design. This arts-based approach recognizes performance as both a method of investigation and representation (Worthen, 1998). Given that public education is often a prominent part of societal discourse, this modality allows the reader the opportunity to make meaning of the data by experiencing the words on the page (Leavy, 2009). The illustrations allow the reader to experience the words differently than traditional text. In this way, dramatizing the data is a form of critical pedagogy (Denzin, 2006).

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Formatively assessing prospective teachers’ skills in leading mathematics discussions

Educational Studies in Mathematics ◽

10.1007/s10649-021-10070-z ◽

2021 ◽

Author(s):

Meghan Shaughnessy ◽

Nicole M. Garcia ◽

Michaela Krug O’Neill ◽

Sarah Kate Selling ◽

Amber T. Willis ◽

...

Keyword(s):

Elementary Teachers ◽

Formative Assessment ◽

Conceptual Understanding ◽

Prospective Teachers ◽

First Year ◽

Teacher Education Programs ◽

First Year Teachers ◽

Education Programs ◽

Prospective Elementary Teachers ◽

Making Sense

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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Does New Teacher Induction Really Improve Retention?

Journal of Teacher Education ◽

10.1177/0022487117702583 ◽

2017 ◽

Vol 68 (4) ◽

pp. 394-410 ◽

Cited By ~ 19

Author(s):

Matthew Ronfeldt ◽

Kiel McQueen

Keyword(s):

Teacher Induction ◽

Teacher Turnover ◽

Beginning Teacher ◽

New Teacher ◽

Early Career ◽

First Year ◽

Induction Programs ◽

New Teacher Induction ◽

Nationally Representative ◽

Policy Trend

Policymakers have increasingly worked to combat teacher turnover by implementing induction programs for early-career teachers. Yet the existing evidence for the effects of induction on turnover is mixed. Drawing on data from the three most recent administrations of the Schools and Staffing and Teacher Follow-Up Surveys, as well as the Beginning Teacher Longitudinal Study, this study investigates whether different kinds of induction supports predict teacher turnover among nationally representative samples of first-year teachers. We find that receiving induction supports in the first year predicts less teacher migration and attrition, suggesting that using induction to reduce new teacher turnover is a promising policy trend. We also find that levels of induction support are fairly constant for different kinds of teachers and teachers in different kinds of schools. The exceptions are that teachers who are Black and who work in schools with more students who speak English as a second language report higher levels of induction supports.

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