Development Of Novice Teachers Research Articles

The development of teacher autonomy in collaborative lesson preparation: A multiple-case study of EFL teachers in China

Abstract This paper reports on a 3-year case study of four novice EFL teachers in China that examined the impact of collaborative lesson preparation on the development of their teacher autonomy, and the joint impact of collaboration and autonomy on their professional development. Data analysis of 48 individual interviews, 47 journal entries, and 26 classroom observation sessions has revealed: (1) the collaboration takes two forms: the product-oriented collaboration dedicated to producing a complete, ready-to-use set of teaching resources as a visible product, and the problem-based collaboration featuring discussions on certain teaching issues, which does not provide concrete help in physical forms but inspires insights and facilitates exchange of teaching experience; and (2) the two types of collaborative lesson preparation have different impacts on the development of novice teachers’ autonomy which is mediated by the level of teacher anxiety provoked by the circumstances of collaboration. Suggestions based on the findings are proposed as to joining collaboration and autonomy for synergy to promote teacher development.

Cognitive/emotional dissonance as growth points in learning to teach

While teaching has long been considered an emotional practice with teachers’ daily practices recognized as being permeated with emotional meanings and influences, as teacher educators we are often perplexed by how best to respond to novice teachers’ expressions of emotion. In this study, we document the practices that characterize our work as teacher educators in assisting novice teachers in the processes of learning-to-teach. Specifically, we explore how instances of cognitive/ emotional dissonance that often emerge in these practices signal growth points in novice teacher development. The empirical data come from a teacher education practice designed to create multiple opportunities for novice teachers to participate in a range of authentic activities associated with the teaching of English as a second language (ESL). The findings bring to the surface the inherent challenges of both recognizing and capitalizing on instances of cognitive/emotional dissonance as growth points in novice teacher development.

Professoras iniciantes: formação, experiência e desenvolvimento profissional

Este artigo aborda a formação docente, tendo em vista o desenvolvimento profissional de professoras iniciantes. Busca explicitar a influência, no desenvolvimento profissional das professoras pesquisadas, de aspectos originados da experiência que se caracterizaram, em sentido amplo, como formativos. Desenvolveu-se um estudo de caso qualitativo de matriz crítico-dialética. Como instrumentos de coleta de dados foram utilizados o grupo focal, a entrevista semiestruturada e a observação participante. O estudo evidenciou que o desenvolvimento profissional das professoras pesquisadas é marcado por múltiplos intervenientes formativos gerados pela experiência vinculada à sua história pessoal, especialmente envolvendo a influência materna e as suas vivências como alunas dos anos iniciais de escolarização.

Novice teachers’ perceptions of school climate and self-efficacy

The importance of self-efficacy and the school climate and their interrelationship according to teacher profiles were analysed to better support the adaptation and professional development of novice teachers during the first year of teaching. First year novice teachers (N=112) completed questionnaires about their perception of the school climate and self-efficacy. Novice teachers who work with kindergarten or elementary school students at schools with less than 250 students had the highest level of self-efficacy beliefs and the most positive perception of the school climate, while novice teachers working at comprehensive schools with over 500 students or at vocational schools had lower self-efficacy beliefs. The findings confirm that a supportive school climate positively influences novice teachers’ beliefs regarding self-efficacy.

Professional Development of Novice Teachers through Their Crisis in Nursery Schools and Kindergartens :

Professional Development of Novice Teachers through Their Crisis in Nursery Schools and Kindergartens :

Written Feedback, Student Writing, and Institutional Policies: Implications for Novice Teacher Development

Written Feedback, Student Writing, and Institutional Policies: Implications for Novice Teacher Development

Student teachers’ situated emotions: a study of how electronic communication facilitates their expression and shapes their impact on novice teacher development during practice placements

Research suggests that pre‐service teaching students embarking on practice placements encounter affect both in a personal and a professional sense more acutely than at any other time during their professional careers. A few studies emphasise the use of electronic communications in facilitating effective peer and tutor support during these difficult times. This study aimed to find out how pre‐service student teachers expressed emotions through ubiquitous computing (the use of mobile devices to facilitate wireless and seamless communications and data applications) and in turn, to investigate how this affected their experiences and practices as novice teachers. The results are presented as an analysis of emotional exchanges and experiences during the students’ teaching practice placements. Discussion is focused on the role of ubiquitous computing in understanding student teachers’ emotional experiences in the field.

Mapping the work-based learning of novice teachers: Charting some rich terrain

Background: Work-based non-formal learning plays a key role in faculty development yet these processes are yet to be described in detail in medical education.Aim: This study sets out to illuminate these processes so that potential benefits for new and inexperienced medical educators and their mentors can be realised.Method: The non-formal learning processes of 12 novice teachers were investigated across hospital, general practice and medical school settings. The research sought to describe ‘what’ and ‘how’ non-formal learning takes place, and whether these processes differ across teaching sites. Both clinical and non-clinical teachers of medical undergraduates from one inner city medical school were recruited for the study. Through semi-structured interviews and a ‘concept map’, participants were asked to identify the people and tasks which they considered central to helping them become more expert as educators.Results: Results identified non-formal learning across a number of key dimensions, including personal development, task and role performance, and optimising clinical teaching. This learning takes place as an outcome of experience, observation, reflection and student feedback.Conclusion: Non-formal learning is a significant aspect of the development of novice teachers and as such it needs to be placed more firmly upon the agenda of faculty development.

Conversations with a Chicana Teacher: Supporting Students' Transition from Native to English Language Instruction

This article features a Chicana teacher, Alva Rivera, who, in a series of interviews and conversations over 3 years, described to us her approaches and philosophies that assist her in being highly successful with language-minority students. Her insighs provide practical applications of theory for working with language-minority students and are based on her personal experiences and connections within the Chicana/o community, her depth of professional development, and 16 years of teaching. Of particular interest is Rivera's ability to integrate relevant concepts from diverse educational models to meet students' needs and abilities. This professional knowledge base is exemplified in her ability to modulate language use and task difficulty so that students experience success in her classroom. The deep understanding of her students' families and their cultural backgrounds expressed by Rivera facilitated communication between the school and students' homes. Also, Rivera described how she supported the professional development of novice teachers working with language-minority students.

The Influence of Middle Level Interdisciplinary Teaming on Teacher Isolation: A Case Study

AbstractThis study was conducted during an entire school year in a middle school with grades six through eight and explored the influence of interdisciplinary teaming on feelings of isolation and collegiality among teachers on teams. Using methods associated with long-term field studies, researchers observed and interviewed teachers on three interdisciplinary case study teams. The personal isolation frequently experienced by teachers was nonexistent by early in the school year; however, other themes of isolation emerged. Inter-team isolation and subject matter isolation concerned teachers who were case study team members. Implications for teacher decision making, for novice teacher development, and for administrative support of teaming are discussed.