First-time Teachers Research Articles

2019 개정 누리과정을 실천하는 초임 교사의 경험

Objectives This study explores the difficulties encountered in implementing the 2019 Revised National Nuri Curriculum through the experiences of beginning teachers and the direction in which teacher training institutions should improve.
 Methods The study participants included one beginning teacher working at a kindergarten and one beginning teacher working at a daycare center. Data were collected through in-depth interviews from April 27 to June 27, 2023. All interview data were transcribed, and the transcribed data was analyzed using an inductive analysis method that went through the process of creating keywords, nominating, and constructing research axes.
 Results As a result of the study, the difficulties that beginning teachers have in practicing the Revised National Nuri curriculum are 1) limited play due to concerns about safety accidents, 2) classrooms full of structured media, 3) lack of toys and slow material support, and 4) concerns about play that does not expand, 5) lack of capacity to implement the Revised National Nuri course. Through these experiences, research participants learned that in order to train early childhood teachers who practice the Revised National Nuri Curriculum well, university education should include: 1) conducting mock classes as if they were real in the field without a script, 2) experiencing expanded play in situations where children actually play like children, 3 ) experiencing real play with unstructured media.
 Conclusions This study suggests the need for change in university education in order for university learning to be well transferred to the field through the story of a first-time teacher who is a field teacher practicing the 2019 Revised National Nuri Curriculum.

What Four-Year Institutions Could Learn From Marine Corps New Faculty Preparation

In Short Being a subject matter expert does not make someone a good ins­tru­ctor. Most institutions do little to prepare first-time instructors. The Marine Corps puts new instructors of graduate-level programs through a rigorous 4-week program to prepare them as first-time instructors. They are exposed to adult learning theory, assessment processes, and classroom management and are given the opportunity to teach for the first time in front of peers who serve as the types of students who often ­present problems for the first-time teacher. Following a similar approach, traditional institutions could ensure a more positive experience for first-time faculty and their students.

Experiences of First-Time Teachers for Senior High School: Implications to Faculty Development

Experiences of First-Time Teachers for Senior High School: Implications to Faculty Development

АРХЕТИПЪТ БАЩА КАТО ОБРАЗ НА ДОБРОТО В ЕПОСА „КНИГАТА НА ДЕДЕ КОРКУТ”

The transmission of thought patterns and the experimentation of typical events from each society are transmitted from generation to generation, thus creating a number of common archetypes for all people. Archetypes are models by which a series of experiences and memories related to ancestors are expressed. The archetype 'father' is one of the building blocks of the family. He's a model for his child, especially his son. The father protects his children as a guardian angel. He is a first-time teacher and supporter of his child, at the same time teaching him to prosper in life and overcome difficulties. He brings his children up according to his views and norms. He teaches his child discipline, becomes strict when necessary and caring when he needs to. The father is like the Lord in our lives, he is the one who gives us life, he is our creator. For this reason, the name of the father is very important for Oguz people. In this article we will analyze the behavior and actions of good fathers and their relations with their sons in the destantes of the epic The Book of Dede Korkut, namely First Destan – “A Song for the Son of Dirke Khan, Bogach Khan" and Third Destan – "A Song for the Son of Cam Puree, Bamsy Beyrek". In these days, fathers usually expect courage from their sons. The male child means an extension of the genus and is the future father and the continued of the genus. In the destans of Dede Korcut, the main father is himself, Korkut Ata. Dede Korcut is the father of the fathers, that is, the father of all Oguz people. For this he has the right to name all proven juveniles. Since ancient times, good has been the highest moral human value. Even the name of Dede Korcut, contains in itself the positive concept of good - happiness. He has always wanted the good of the Oguz people, as a father wants the good of his child.

초임 보육교사의 인간관계 개선을 위한 SNS기반 멘토링(Mentoring)의 과정 및 의미

본 연구의 목적은 초임 보육교사의 인간관계 개선을 위한 SNS 기반 멘토링 과정의 의미를 알아보는 것이다. 연구 참여자는 2년 차의 초임 보육교사 4명과 연구자, 멘토링 운영을 위한 전문가 협의 인력 7명이며, SNS 중 카카오 톡을 활용하여 2019년 3월부터 2019년 12월까지 약 9개월간 연구를 진행하였다. 자료 수집 및 분석은 멘티 교사의 저널과 멘토의 저널, 멘티 교사와의 면담 내용, 카카오 톡의 대화 내용을 중심으로 하였다. 이에 따른 연구 결과를 제시하면 다음과 같다. SNS 기반의 멘토링을 통해서 멘티 교사들은 전문가로서의 한 걸음 더 나아 갈 수 있었으며, 멘토링이 진행되는 과정에서 끊임없이 자신을 돌아보아 보며 ‘나’에 대해서 발견하는 시간이 되었다. 또한 멘티 교사들은 멘토링을 통해서 인간관계에 있어서 자신의 개선 다짐을 하였다. SNS 기반의 멘토링은 시간과 공간을 초월하여 멘토링이 진행될 수 있으며, 멘티 교사의 주도적인 멘토링 진행이 가능하기에 본 연구에서 진행한 SNS 기반 멘토링 과정은 교사 교육의 지원 방안 중 멘토링의 활성화 하는 좋은 방안이 될 것이다.

Key Strategies for First-Time Interprofessional Teachers and those Developing New Interprofessional Education Programs

Background: Evidence that interprofessional education (IPE) leads to better teamwork and improved interprofessional collaboration has created a drive to establish pre-registration IPE health science and social care programs. Yet there is limited guidance available for teachers new to IPE.Objectives: To provide first-time teachers practical strategies to undertake IPE.Methods: Strategies developed from experience.Findings: First-time IPE teachers should: try to join an existing IPE team; observe and collaborate with experienced IPE teachers; contribute to the development of new IPE programs; seek institutional support; undertake IPE evaluation and research; and gain high-level institutional endorsement.Conclusions: Six strategies are designed to overcome commonly recognized problemsand enable first-time teachers to more confidently develop or engage in IPE,thus supporting students to attain skills in interprofessional collaboration.

Embracing Institutional Authority: The Emerging Identity of a Novice Teacher Educator

This self-study explores the emerging identity of a first-time teacher educator using a framework that views identity as natural, institutional, discursive, and affinity. This framework provided an opportunity to unpack empirically how these various strands of identity intersected within the classroom of a novice teacher educator. Situated in the context of an elementary social studies methods classroom, this study reveals various struggles with the institutional authority of being a teacher educator. Issues such as how preservice teachers perceive a novice teacher educator, the acknowledgment of lack of experience, and the process of negotiating institutionalized and systemic power within the classroom are discussed. Because this study also featured a mentor professor as a critical friend, the implications of self-study work and mentoring first-time teacher educators are also featured in the discussion section. Considering the importance of identity in shaping the practice of new teachers, this self-study reveals the importance of further complicating the emerging and evolving identities of new teacher educators.

Into the classroom: a practical guide for starting student teaching

Student teaching can be an endeavor fraught with anxiety. Those entering the classroom for the first time face the daunting challenge of translating coursework on the theory of teaching into real-world experience. Common questions for anxious student teachers include: Will I be a good teacher? Will I ever get control of my classroom? How can I do all of this grading and plan for next week at the same time? This helpful guide by teacher educator Rosalyn McKeown offers practical suggestions for student teachers, interns, and teacher candidates just starting out in a secondary school classroom. This easy-to-read text enables new educators to rapidly advance their teaching skills early in their pre-service experiences. After exploring the pitfalls of inexperience and providing helpful guidance on maintaining order in the classroom, McKeown focuses on teaching skills. She advises readers on writing objectives and lesson plans, creating interesting ways to start and end class, introducing variety into the classroom, lecturing, asking meaningful questions, and using visual aids. Among the other topics discussed are setting up a classroom, recognizing differences in learning styles, and developing an individual teaching style. Sidebars scattered throughout the text offer useful advice on everything from how to deal with stage fright and distracting noises from outside, to planning for block scheduling and avoiding the attributes of a boring teacher. With McKeown s own list of expectations for her classes, templates for hall passes and lesson plans, and scores of tips garnered from years of experience, Into the Classroom provides information a first-time teacher needs to enter the secondary classroom with confidence.

Reflections on Teaching: North Central Sociological Association 2011 John F. Schnabel Lecture: Roller Coasters and Revolutions: Themes in the Reflections of First-Time Teachers

This keynote address by the 2010 John F. Schnabel award winners discusses the emotional rhythms of teaching for the first time. Examining new instructors' self-reflections about teaching, the authors identify three phases of the emotional trajectory experienced by most instructors. It begins with the unnerving combination of anticipation, enthusiasm, and anxiety; transitions to an emotional dip in which the reduced emotional turmoil in the classroom is accompanied by predictability; and finally moves to resurgence and reconciliation. The authors rely on new instructors' comments to illustrate each stage of the trajectory and the different mechanisms that instructors use to reach this final phase. The authors conclude by reflecting on these reflections and offering suggestions that can transform the experiences of new instructors.

Speaking with an Accent: Some Practical Advice for Foreign First-Time Teachers

AbstractThe majority of Ph.D. programs in political science in the United States provide some kind of teaching training for graduate students, which ranges from assisting other instructors to designing and teaching new courses. In most cases, departments make an effort to guide these students in their new role as instructors; however, first-time teachers whose first language is not English do not usually receive any special guidance on how to successfully address the challenge of communicating effectively with their students—an all-too-real problem for many foreign instructors. This article provides some basic tips for improving the communication process that develops in the classroom, and is particularly tailored for individuals whose first language is not English and who are about to take the first steps of their teaching careers.

Shaking the “Magic 8 Ball”: Reflections of a First-Time Teacher

ABSTRACT Social work doctoral candidates and others without much or any formal teaching experience or training are frequently invited to teach a variety of graduate-level social work courses. This beginning teaching experience can be quite challenging both personally and professionally. Yet, it is seldom discussed in the literature, especially from a personal perspective. This paper seeks to address that gap by providing a narrative account of the author's first-time experience teaching an Advanced Clinical Practice course to fifteen second year social work masters students. Included is an examination of influences on the experience of teaching, with particular attention to the importance of attending to student needs, teaching techniques, and to who the “self” is that one brings to teaching. Implications of the author's experience, including an appended “list” of what might have been done differently is presented as a general guide for other new social work educators as well as for those who mentor them.

National Trends in the Sources of Supply of Teachers in Special and General Education

This paper addresses the national quantity demand, supply, and shortage of special education teachers (SETs) in comparison to general education teachers (GETs). The main data source was the 1999–00 Schools and Staffing Survey. Results indicated that the total demand for SETs increased 38% from 240,000 in 1987–88 to 330,000 in 1999–00, a rate of growth greater than the 26% increase observed for GETs. For entering teachers, the reserve pool was the predominant source of supply of both SETs and GETs. However, only 46% of first-time SETs completed extensive teacher preparation with degree majors in their primary areas of teaching, whereas the comparable figure for GETs was 82%. As an indication of the inadequate supply of extensively prepared teachers in special education, about 28% of first-time teachers hired in special education positions had completed teacher preparation in general education. Finally, a modest decline in the supply of degree graduates in special education has occurred since 1997–98 in spite of the increasing quantity demand for entering SETs.

Special and General Education Teachers in Public Schools: Sources of Supply in National Perspective

In view of the chronic shortage of qualified special education teachers and the pauciij, of data on the sources of supply of entering teachers, this research provides such data from a national probability sample of 46,599 public-school teachers from the 1990-91 Schools and Staffing Survey. The analysis focused on two main teaching fields (special and general education) and five main sources of supply of public school teachers (first-time teachers who recently graduated, first-time teachers who delayed entry to the teaching profession, reentering experienced teachers, teachers migrating from private to public schools, and public school teachers continuing from the prior year). Results showed significantly, greater annual inflow of entering teachers in special education (8.5%) than in general education (5.9%). The main source of entering public teachers in 1990-91 was the reserve pool (68% in special education; 69% in general education), composed of (a) delayed entry first-time teachers and (b) reentering experienced teachers. The other sources of entering public teachers were first-time teachers who recently graduated from college (24% in both special and general education), and migrant teachers from private schools (8% in special education; 7% in general education). Although special and general education were more similar than dissimilar in their respective sources of supply of teachers, these two fields differed somewhat in the following respects: (a) there was a greater percentage demand in special education for teachers to fill open positions, and (b) special education filled a higher percentage of open positions with reentering eaperienced teachers Implications for teacher shortage, recruitment, and teacher education are discussed

A Transitional Teaching Experience: Learning Groups and the First-Time Teacher

While sociologists are paying more attention to teaching graduate students how to teach, only about half of all graduate departments offer any type of teacher preparation for graduate students. We describe a teaching that has been used at Boston College since 1983. In this program, graduate students experience actually teaching an entire course that has been prepared by a faculty member who serves as a resource person. The course also makes extensive use of learning groups. The use of such groups, we contend, helps first-time teachers avoid the intimidating prospect of the Atlas complex, which places the entire burden for the success of the course on the teacher. While this teaching involves extra work for both faculty and student, and is best supplemented by a seminar on teaching, it can provide students with a helpful transitional step in advancingfrom teaching assistant to instructor.

What We Wish That We, the Chair, and the Dean Had Known: Reflections on "The First Year of College Teaching"

This essay has a mixed agenda. Our goal is to raise some questions about college teaching and to suggest some directions in which to look for their answers. We are particularly interested in the training of new college teachers of sociology. We do this by reviewing in detail a recent study of first-time college teachers (Fink 1984) that was originally intended to assess the impact of college teacher training programs for graduate students in geography. The study produced some new, surprising results. We use these as a vehicle to raise our questions and to promote further discussion of the possible answers. The First Year of College Teaching (Fink 1984) can be viewed in a number of ways. First, it is a research report that summarizes a two-year project that followed the first year of teaching for 97 new college geography teachers. It is a pioneering study in that it covers territory often talked about but seldom examined-the effects of social and