early career teachers
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2022 ◽  
Vol 111 ◽  
pp. 103607
Author(s):  
Cynthia A. Conn ◽  
Kathy J. Bohan ◽  
Nicole J. Bies-Hernandez ◽  
Pamela J. Powell ◽  
Shannon P. Sweeny ◽  
...  

2022 ◽  
pp. 1-3
Author(s):  
Becky Coe ◽  
Hunt Steven

Abstract The new ITT Common Core Framework (CCF) for teachers expects trainee and early-career teachers to adapt their teaching to support all students in class (Department for Education, 2021). What used to be called ‘differentiation’ is now referred to as ‘adaptive teaching’ and full details of what it consists of, as far as the Department for Education in England is concerned, can be found on pages 19–20 of the CCF document. Much of the advice of that document is about supporting students with special educational needs and disabilities, about teachers’ need to recognise that different students have different levels of prior attainment and may have barriers to learning, and how different types of student grouping may affect learning in different ways. It dismisses as a ‘common misconception’ that students have different learning styles and warns against teachers creating ‘distinct tasks for different groups of pupils’ or ‘setting lower expectations for particular pupils’.


Author(s):  
Anton Bastian ◽  
Gabriele Kaiser ◽  
Dennis Meyer ◽  
Björn Schwarz ◽  
Johannes König

AbstractAlthough strong references to expertise in different theoretical approaches to teacher noticing have been made in the last decades, empirical knowledge about the development of teacher noticing from novice to expert level is scarce. The present study aims to close this research gap by comparing three different groups of mathematics teachers with different degrees of professional teaching experience—pre-service teachers at the master’s level, early career teachers, and experienced teachers—using data sampled in the frame of the research program from the Teacher Education and Development Study in Mathematics (TEDS-M). Furthermore, the construct of teacher noticing is assessed in a differentiated way by analyzing different noticing facets. Findings confirm that three facets of teacher noticing can be empirically distinguished—perception of important classroom events, their interpretation, and decisions regarding further developments. The results reveal a considerable increase in professional noticing between master’s students and practicing teachers. However, in contrast to other studies, among examples from East Asia, a stagnation or decrease in professional noticing between early career teachers and experienced teachers could be observed. Overall, the study highlights the cultural dependency of expertise development regarding teachers’ noticing.


2021 ◽  
pp. 1-20
Author(s):  
Matthew A. Kraft ◽  
Joshua F. Bleiberg

Abstract Economic downturns can cause major funding shortfalls for U.S. public schools, often forcing districts to make difficult budget cuts, including teacher layoffs. In this brief, we synthesize the empirical literature on the widespread teacher layoffs caused by the Great Recession. Studies find that teacher layoffs harmed student achievement and were inequitably distributed across schools, teachers, and students. Research suggests that specific elements of the layoff process can exacerbate these negative effects. Seniority-based policies disproportionately concentrate layoffs among teachers of color who are more likely to be early career teachers. These “last-in first-out” policies also disproportionately affect disadvantaged students because these students are more likely to be taught by early career teachers. The common practice of widely distributing pink slips warning about a potential job loss also appears to increase teacher churn and negatively impacts teacher performance. Drawing on this evidence, we outline a set of policy recommendations to minimize the need for teacher layoffs during economic downturns and ensure that the burden of any unavoidable job cuts does not continue to be borne by students of color and students from low-income backgrounds.


2021 ◽  
Vol 12 ◽  
Author(s):  
Jing Huang ◽  
Jesse W. C. Yip

Drawing upon the Triadic Reciprocity Framework, this longitudinal qualitative multiple-case study examined how three Hong Kong secondary English as a second language (ESL) teachers exercised their teacher agency to take control of their teaching and professional development. More specifically, the study aimed at exploring how teachers’ intentions and actions for the establishment of their professional identity were afforded and constrained by their workplaces. Findings reveal that these ESL teachers exercised different degrees of proactive, reactive, and passive agency. The four properties of human agency, i.e., intentionality, forethought, self-reactiveness, and self-reflectiveness, influenced the teachers’ proactive, reactive, and passive agency when they responded to personal, behavioral, and environmental determinants. The findings shed light on a three-layered Triadic Reciprocity framework on teacher agency and contributes to a systematic and comprehensive discussion about the various internal and external factors that might exert influences on agency of early career teachers. This study offers pedagogical implications for school teachers, school leaders, and policy makers in Hong Kong and beyond.


Author(s):  
Stevie-Jae Hepburn ◽  
Annemaree Carroll ◽  
Louise McCuaig-Holcroft

The educational climate and culture in our schools present a variety of environmental (contextual) factors that influence teacher wellbeing, job satisfaction, and work-related stress. The magnitude of contextual factors cannot be ignored, and directing attention towards the environment teachers face daily is essential. Primary (organisational)-level interventions are documented in organisational health and wellbeing literature; however, to provide teachers with stress management strategies for promoting wellbeing, attention must also be directed towards secondary (individual)-level interventions. The present study addressed the issue of stress management techniques for early career teachers (n = 24) and aimed to contribute to the research surrounding complementary interventions (CIs) for educators. The intervention was designed to include strategies that operated through cognitive and physiological mechanisms that regulated the stress response and increased awareness of behaviours, emotions, and reactivity. The self-report measures included perceived stress, attention awareness, subjective wellbeing, burnout, and job-related affective wellbeing. The results indicated a statistically significant decrease in perceived stress and increases in attention awareness and subjective wellbeing. The salivary cortisol levels (waking and resting) decreased from baseline to week 6, and the pre- and post-session salivary cortisol levels indicated an immediate decrease in cortisol for weeks 4 to 6.


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