scholarly journals Challenges for New Teachers and Ways of Coping with Them

2017 ◽  
Vol 6 (3) ◽  
pp. 265 ◽  
Author(s):  
Samantha L. Dias-Lacy ◽  
Ruth V. Guirguis
Keyword(s):  
Qualitative Research ◽  
Administrative Support ◽  
Experienced Teachers ◽  
Mentoring Programs ◽  
First Year ◽  
First Year Teachers ◽  
Ways Of Coping ◽  
First Year Teacher ◽  
The Impact ◽  
Research Analysis

The first year of a teacher’s career can determine their longevity within the field of education. The issues of first year teachers were analyzed through a grounded theory qualitative research analysis. The results of this study indicate that a first year teacher may feel stress, lack appropriate support, and may feel unprepared to handle behavioral and academic issues among their students. Based on the literature review, the implementation of mentoring programs between new and experienced teachers not only benefited novice teachers but guided them to cope and face the anxieties during the first year in the classroom. Further implications are presented in the regarding some mentoring programs and the impact for first year teachers when not implemented due to limited funding and/or lack of administrative support.

scholarly journals THE PLIGHT OF FIRST-YEAR TEACHERS IN PUBLIC PRIMARY SCHOOLS

2021 ◽  
Author(s):  
Xiaotian Han ◽  
Keyword(s):  
Teacher Identity ◽  
Primary Schools ◽  
Experienced Teachers ◽  
First Year ◽  
Public School Teachers ◽  
First Year Teachers ◽  
School Teachers ◽  
Qualified Teachers ◽  
Professional Teacher ◽  
Teaching Programs

First-year teachers are teachers who are new to teaching. The number of public school teachers is increasing in many countries and areas. Meanwhile, data also showed that some newly qualified teachers anticipated leaving or already left after the first year teaching. The purpose of the study aims to present a review and synthesize literature regarding the challenges of first-year teachers in public primary schools. Peer-reviewed articles (N=30) are collected from Google Scholar via systematically searching key words “first-year teachers” with one or more of the following terms: challenge, difficulty, attrition, leaving, and public primary schools. The results show first-year teachers meet general challenges listed as below: (a) building a professional teacher identity, (b) applying teaching theories in real class practice, and (c) handling the same heavy teaching loads and responsibilities as experienced teachers. In addition, first-year teachers in Shanghai public primary schools also meet the following challenges: (d) not having enough pre-service teaching programs, (e) facing high competition and a workload, and (f) building positive and stable relationships with parents/administrators. Considering by new qualified teachers’ internal motivation and the external challenge they meet, first-year teachers are overwhelmed in dealing with these imbalances.

Disconnected Development? The Importance of Specific Human Capital in the Transition From Student Teaching to the Classroom

2021 ◽  
pp. 016237372110253
Author(s):  
John M. Krieg ◽  
Dan Goldhaber ◽  
Roddy Theobald
Keyword(s):  
Student Teaching ◽  
Early Career ◽  
First Year ◽  
School Type ◽  
Teacher Hiring ◽  
First Year Teachers ◽  
First Year Teacher ◽  
Policy Lever ◽  
Specific Human Capital ◽  
First Job

We use a novel database of student teaching placements in Washington State to investigate teachers’ transitions from student teaching classrooms to first job classrooms and the implications for student achievement. We find first-year teachers are more effective when they teach in the same or an adjacent grade, in the same school type, or in a classroom with student demographics similar to their student teaching classroom. We document that only 27% of first-year teachers are teaching the same grade they student taught, and that first-year teachers tend to begin their careers in higher poverty classrooms than their student teaching placements. This suggests that better aligning student teacher placements with first-year teacher hiring could be a policy lever for improving early-career teacher effectiveness.

Greener than ever? A look at the newest teachers in our public schools

2021 ◽  
Vol 103 (3) ◽  
pp. 8-12
Author(s):  
Christopher Redding ◽  
Tuan D. Nguyen
Keyword(s):  
Public Schools ◽  
Teacher Attrition ◽  
Students Of Color ◽  
Subject Area ◽  
Experienced Teachers ◽  
First Year ◽  
First Year Teachers ◽  
Education Levels ◽  
Nationally Representative ◽  
Racial Ethnic

Drawing on nationally representative data from the 1988 to 2018 school years, the authors provide an overview of some of the key changes in the characteristics of first-year teachers in the U.S., including racial/ethnic identity, education levels, subject area, and certification status. The data also show that new teachers have become increasingly more likely, compared to experienced teachers, to work in schools with a greater fraction of students of color, which has consequences for equitable teacher assignments and teacher attrition.

Feeling Like a First Year Teacher

2011 ◽  
pp. 42-57
Author(s):  
Lloyd P. Rieber ◽  
Gregory M. Francom ◽  
Lucas John Jensen
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching Style ◽  
First Year ◽  
College Instructors ◽  
First Year Teachers ◽  
Teaching Experiences ◽  
Face To Face ◽  
Online Technology ◽  
First Year Teacher

An ever increasing number of college instructors are finding themselves asked or required to teach online. While some embrace this opportunity, others are making this transition with some reluctance. The move from face-to-face to online teaching can be difficult, and unprepared instructors may become discouraged or, even worse, may allow mediocrity to creep into their teaching. In this chapter, a different perspective is offered to instructors who are experienced, but new to online learning to help them make the adjustment—imagining once again themselves as first year teachers. Doing so should help them to revisit the enthusiasm, daring, exhilaration, and yes, even terror that they experienced when they first began teaching. Three fundamental principles are offered to guide college teachers in their earliest online teaching experiences. Examples are provided to show how one instructor found innovative ways to use online technology that were consistent with his teaching style.

scholarly journals How Athletes Understand the Impact of Sports on their Psychosocial Development, the Problems they face and the Support they Need: a Qualitative Research Analysis

2021 ◽  
Vol 9 (3) ◽  
pp. 235-246
Author(s):  
Maria Georgiou ◽  
Costas S Constantinou ◽  
Manos Stefanakis ◽  
Efthimis Kioumourtzoglou
Keyword(s):  
Qualitative Research ◽  
Psychosocial Development ◽  
Psychological Support ◽  
Multiple Challenges ◽  
The Impact ◽  
Research Analysis

There is evidence to suggest that athletes face multiple challenges during their career from injuries, to pressure from parents, competition, lack of support and so forth. A psychologist is important for helping the athlete overcome individual difficulties and succeed. This study is focusing on understanding the role of sports on athletes’ psychosocial development, the challenges they face and the psychological support they need from the athletes’ perspective. Through a qualitative research analysis, this study shows that a psychologist can have an overarching role and support not only the athlete but also the athletes’ environment such as the coach, parents and teachers. Reflecting this finding, an athlete-centred model is proposed.

A Qualitative Analysis of the Impact of Induction Assistance on First-Year Physical Educators

1995 ◽  
Vol 14 (3) ◽  
pp. 305-327 ◽  
Author(s):  
Gloria E. Napper-Owen ◽  
D. Allen Phillips
Keyword(s):  
Positive Impact ◽  
Teacher Preparation Program ◽  
Physical Education Teachers ◽  
First Year ◽  
Physical Educators ◽  
First Year Teachers ◽  
Age Appropriate ◽  
Field Notes ◽  
The Impact ◽  
To Receive

The purpose of this study was to provide induction assistance to beginning physical education teachers and to investigate the impact of the assistance on the teachers. Two beginning physical educators who were employed at an elementary and a middle school participated in this study. The data were collected by weekly observations, videotape analysis, interviews, and field notes. A case narrative was compiled for each participant according to the emergent themes in each teacher’s case. The results indicated that continued supervision had a positive impact on first-year teachers. The visitations offered the opportunity to receive regular feedback and support so that the teachers began to plan age-appropriate activities, became more efficient managers in the classroom, and increased their instructional feedback. The induction assistance encouraged accountability to the knowledge attained in the teacher preparation program, in addition to making the teachers more reflective and analytical about their teaching.

Sign in / Sign up

Export Citation Format

Share Document