Exploring the Professional Development of a First-Year Teacher: Literacy Specialist as Mentor

The paper discusses the problem of studying the relations of substantive characteristics of the value-semantic component of students’ psychological readiness for professional activity at various stages of studying at the Universityand presents the results of a longitudinal study of this issue. The results of the study indicated that the content characteristics (objective, process, result, overall rate of life-meaning orientations) are the basis of the value-motivational component of students’ psychological readiness for professional activity at various stages of studying at the University. According to the results of the study the axiological component of students’ psychological readiness of for professional activity into which first-year students includes orientation to the professional knowledge, skills. Students have 2 years of training to increase the value of the chosen profession, the desire to become a professional. In the 3rd year students’ valuemotivational component is represented in the experience of the crisis of professional development. In their 4th year of study, students have changing views about their professional future, orientation to future professional development.

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Helping future teachers to be effective learners: Providing in context learning support for first year teacher education students

Australian Journal of Teacher Education ◽

10.14221/ajte.1999v24n2.3 ◽

1999 ◽

Vol 24 (2) ◽

Cited By ~ 2

Author(s):

Barbara de la Harpe ◽

Alex Radloff

Keyword(s):

Teacher Education ◽

First Year ◽

Learning Support ◽

Future Teachers ◽

Education Students ◽

Context Learning ◽

First Year Teacher ◽

Teacher Education Students

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Scripting Computer-Supported Collaborative Learning

Advances in Social Networking and Online Communities - E-Collaborative Knowledge Construction ◽

10.4018/978-1-61520-729-9.ch010 ◽

2010 ◽

pp. 180-194 ◽

Cited By ~ 4

Author(s):

Päivi Häkkinen ◽

Maarit Arvaja ◽

Raija Hämäläinen ◽

Johanna Pöysä

Keyword(s):

Knowledge Construction ◽

First Year ◽

Future Prospects ◽

Computer Supported Collaborative Learning ◽

Education Students ◽

Web Based ◽

First Year Teacher ◽

University Course ◽

Teacher Education Students

In this chapter, we will present a review of theoretical and empirical analyses of Web-based collaboration processes used during a scripted university course. The results refer to a design-based study that involved first-year teacher-education students (N = 30) studying pedagogy over a period of three months. The intervention involved structuring the subjects’ collaborative actions with three different pedagogical scripts. According to the findings, the scripts guided students’ activities by helping them find resources for knowledge construction and work together through a series of steps. However, there were variations among groups in terms of quality of collaboration, and the students mostly cumulatively shared or constructed knowledge from similar perspectives. On the basis of the challenges raised in the SCORE and related studies, future prospects are outlined for the design of flexible pedagogical scripts.

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Being Culturally Responsive in a Formative Evaluation of a Professional Development School: Successes and Missed Opportunities of an Educative, Values-Engaged Evaluation

American Journal of Evaluation ◽

10.1177/1098214019885632 ◽

2020 ◽

Vol 41 (3) ◽

pp. 384-403

Author(s):

Jori N. Hall ◽

Melissa Freeman ◽

Soria E. Colomer

Keyword(s):

Professional Development ◽

Culturally Responsive ◽

Formative Evaluation ◽

Professional Development School ◽

Lessons Learned ◽

First Year ◽

Cultural Characteristics ◽

Missed Opportunities ◽

Responsive Evaluation ◽

University Partnership

While evaluators have explored the implementation of culturally responsive evaluation (CRE), the failures of applying CRE are less often told. In this article, we use a reflective case narrative to explore our successes and failures in implementing our CRE approach, including an educative stance. We draw on a formative evaluation of a district–university partnership during its first year. Our analysis of the reflective case narrative makes transparent how our culturally responsive, educative approach was sufficient to employ culturally responsive methods. Yet, our culturally responsive, educative stance failed to provide critical midcourse feedback, which worked against the development of the district–university partnership. The lessons learned from the formative evaluation are important to draw attention to the intersections between the cultural characteristics of the evaluand and how the evaluation contributes to educative insights.

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Diary of a First-Year Teacher of the Gifted

Gifted Child Today Magazine ◽

10.1177/107621758600900513 ◽

1986 ◽

Vol 9 (5) ◽

pp. 37-40

Author(s):

Carol Parker

Keyword(s):

First Year ◽

First Year Teacher

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Strategies for Blended Approaches in Teacher Education

Effective Blended Learning Practices ◽

10.4018/978-1-60566-296-1.ch003 ◽

2011 ◽

pp. 39-61 ◽

Cited By ~ 2

Author(s):

Ruth Geer

Keyword(s):

Teacher Education ◽

Blended Learning ◽

Teaching And Learning ◽

Computer Mediated Communication ◽

Warning Signs ◽

First Year ◽

Mediated Communication ◽

Study Approach ◽

Computer Mediated ◽

First Year Teacher

This chapter describes an investigation of strategies for fostering higher order cognition in a blended learning environment. The exploration, which utilised a qualitative case study approach, highlights the critical nature of effective instructional design. The study extends the educator’s understanding of the complexities of online and blended learning environments through an analysis of the discourse of computer-mediated communication in a first year teacher education course. The investigation resulted in the development of a pedagogical framework which outlines the relationship between pedagogies, technologies and their related learning outcomes. Critical indicators, which are potentially important as strategies and early warning signs of “students at risk”, become evident in the analysis. This research had led to notions of imprinting and cognitive tracks which can be used to inform strategies for teaching and learning using a blended approach.

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Challenges for New Teachers and Ways of Coping with Them

Journal of Education and Learning ◽

10.5539/jel.v6n3p265 ◽

2017 ◽

Vol 6 (3) ◽

pp. 265 ◽

Cited By ~ 2

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.

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