novice teachers
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2022 ◽  
pp. 156-166
Author(s):  
Laura Trujillo-Jenks ◽  
Landon Turrubiarte ◽  
Claudia Ayala Brito

Instructional leaders have the ability to set the culture and climate of a school campus to be inviting, welcoming, and collaborative. Therefore, it is important that school leaders provide professional development opportunities to novice teachers that support growth in developing a sense of confidence and competence in content and pedagogy. Hence, the instructional leader becomes an important stakeholder in the life of a novice teacher.


2021 ◽  
pp. 185-195
Author(s):  
Mohammad Bshoti ◽  
Tareq Murad ◽  
Nabil Assadi

Current study aims to investigate the effect of in-service training courses on novice teachers’ professional development. Moreover, the study seeks to examine the types of in-service courses that novice teachers need. The study population is 30 English high school teachers with teaching certificates in the southern district of Israel. The instrument of the study is an online questionnaire with additional open-ended questions. Study findings showed that 47% of the participants prefer courses in social interaction and educational knowledge. However, few participants showed an interest in self-esteem related courses. The researcher advises novice teachers to priorities their needs in social interaction and educational knowledge courses in order to steadily develop professionally. Moreover, further studies need to be explored in order to examine the effect of pedagogical in-service training courses on veteran teachers' professional development and compare the data between two studies.


2021 ◽  
Vol 7 (1) ◽  
pp. 51-65
Author(s):  
Margareta M. Thomson ◽  
Jean-Louis Berger

The current study aims at analyzing and comparing novice teachers’ motivations, values, and beliefs (N=810) from two different countries, namely the United States and Switzerland. Both groups, the US participants (n=327) and the Swiss participants (n=483) were enrolled in a teacher training program in their respective countries. Study results identified the main teaching motivations across all subsamples as related to participants’ personal values, social values, their teaching views, and instructional beliefs. Study results show that while motivational factors were similar at many levels between the two subsamples, their teaching views and their instructional beliefs were different and varied across participants from the two countries. Findings can help educators understanding the interplay between teaching motivations and beliefs as well as cultural nuances related to these concepts.


Author(s):  
Lena Keller ◽  
Kai S. Cortina ◽  
Katharina Müller ◽  
Kevin F. Miller

Abstract Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.


2021 ◽  
Author(s):  
◽  
Trang Hoang

<p>Teacher education programmes have focused on training student teachers with knowledge of teaching methodologies and good teaching performance. What is going on inside student teachers’ minds in their processes of learning to teach is more difficult to observe and sometimes overshadowed by this primary focus. This study sets out to gain a deeper understanding of student teachers’ developing cognition while learning to teach.   The existing literature on teachers’ critical thinking, reflection, and cognition provides various frameworks each of which presents different levels or stages of teachers’ development in the respective domains. Each level or stage is characterised by certain concerns, beliefs, skills, discourse, or teaching behaviours. However, underlying processes of change – i.e. how teachers move from lower levels to higher levels of such development, what triggers such movement – and how such movement enhances their teaching effectiveness are under-researched. In addition, those existing frameworks describe major stages of teachers’ development during the whole of their professional journeys. Little research zooms in novice teachers’ thinking development.   This research takes an exploratory approach, without relying on any existing frameworks, to investigating and theorising the unseen thinking development processes of novice teachers during the important transition from teaching practicum to early career teaching. The research included three stages of inquiry in which one stage was developed from the previous stage and its results were constantly compared to those of the previous one. The first stage involved in-depth individual interviews with nine early career teachers. The second stage involved working closely with a cohort of five student teachers during four months of their teaching practicum in the same teacher training program. The third stage involved my following one of the cohort members into the first two years of his teaching through online communication about their experiences and thinking about language teaching in real-life contexts.   The close interaction with the novice teachers incrementally constructed a clearer picture of the complexity and dynamics of their thinking. The stories of the three groups revealed and confirmed a hierarchy of attention to core aspects of effective teaching. However, the movement across the hierarchy was not linear but fluctuating and causing dissonance between their cognition and practice. Moreover, the novice teachers’ thinking development also involved the development of generic thinking skills – from “either-or” thinking to “both-and” thinking, from single-perspective to multi-perspective thinking, and from a focus on the detail to 'big picture' thinking. Thinking development was found to go hand in hand with the development of teaching effectiveness, understanding of teaching methodologies, and awareness of professional identity.  This research proposes a tentative framework of novice teachers’ thinking development from teaching practicum to early career teaching. The framework presents both content and processes of their thinking changes, both internal and external factors influencing their thinking changes, and both teaching-domain-specific and general thinking skills. This framework suggests reconsidering the over-emphasis on surface teaching methodology and teaching performance in teacher education programs and calls for more attention to the thinking, emotions, and self-awareness which strongly influence novice teachers’ teaching performance and professional identity.</p>


2021 ◽  
Author(s):  
◽  
Trang Hoang

<p>Teacher education programmes have focused on training student teachers with knowledge of teaching methodologies and good teaching performance. What is going on inside student teachers’ minds in their processes of learning to teach is more difficult to observe and sometimes overshadowed by this primary focus. This study sets out to gain a deeper understanding of student teachers’ developing cognition while learning to teach.   The existing literature on teachers’ critical thinking, reflection, and cognition provides various frameworks each of which presents different levels or stages of teachers’ development in the respective domains. Each level or stage is characterised by certain concerns, beliefs, skills, discourse, or teaching behaviours. However, underlying processes of change – i.e. how teachers move from lower levels to higher levels of such development, what triggers such movement – and how such movement enhances their teaching effectiveness are under-researched. In addition, those existing frameworks describe major stages of teachers’ development during the whole of their professional journeys. Little research zooms in novice teachers’ thinking development.   This research takes an exploratory approach, without relying on any existing frameworks, to investigating and theorising the unseen thinking development processes of novice teachers during the important transition from teaching practicum to early career teaching. The research included three stages of inquiry in which one stage was developed from the previous stage and its results were constantly compared to those of the previous one. The first stage involved in-depth individual interviews with nine early career teachers. The second stage involved working closely with a cohort of five student teachers during four months of their teaching practicum in the same teacher training program. The third stage involved my following one of the cohort members into the first two years of his teaching through online communication about their experiences and thinking about language teaching in real-life contexts.   The close interaction with the novice teachers incrementally constructed a clearer picture of the complexity and dynamics of their thinking. The stories of the three groups revealed and confirmed a hierarchy of attention to core aspects of effective teaching. However, the movement across the hierarchy was not linear but fluctuating and causing dissonance between their cognition and practice. Moreover, the novice teachers’ thinking development also involved the development of generic thinking skills – from “either-or” thinking to “both-and” thinking, from single-perspective to multi-perspective thinking, and from a focus on the detail to 'big picture' thinking. Thinking development was found to go hand in hand with the development of teaching effectiveness, understanding of teaching methodologies, and awareness of professional identity.  This research proposes a tentative framework of novice teachers’ thinking development from teaching practicum to early career teaching. The framework presents both content and processes of their thinking changes, both internal and external factors influencing their thinking changes, and both teaching-domain-specific and general thinking skills. This framework suggests reconsidering the over-emphasis on surface teaching methodology and teaching performance in teacher education programs and calls for more attention to the thinking, emotions, and self-awareness which strongly influence novice teachers’ teaching performance and professional identity.</p>


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