First Year Of Teaching Research Articles

Profiling the status of out-of-field teaching in Western Australia: graduate teacher and principal perspectives

ABSTRACT This paper shows how system-level data can generate useful insights into the profile of first-year graduates who are teaching out-of-field (OOF). Understanding in-school demand and impacts on first-year graduates teaching OOF is important, especially when the first years of teaching are complex, busy, and involve a steep learning curve. A mixed methods sequential explanatory design was used to generate qualitative and quantitative data collected from teacher and principal surveys. This study establishes the prevalence of OOF teaching amongst first-year graduates in Western Australian public schools and develops a profile of their OOF experiences and support needs based on their perceptions and their principals’ perceptions. This study details the supports that will make a difference to teachers’ capability, in particular a reduction in load where the OOF teaching workload is high, and access to formal subject-specific mentoring, both noted in research as important support mechanisms. This paper provokes new research questions, highlights areas for further research, and establishes the need for more large-scale datasets and longitudinal studies to examine change over time and the enduring effects of OOF teaching, both in relation to transitions into teaching, as teachers learn on-the-job, and when teachers undertake formal professional development programmes or courses.

Opportunities Lost: First-Year Teachers’ Perceptions of Evaluation and How It Influences Their Instruction

Opportunities Lost: First-Year Teachers’ Perceptions of Evaluation and How It Influences Their Instruction

Knowledge, Application, and Self-Efficacy in Implementing Behavior Management Strategies: A Brief Report on Preliminary Findings From Secondary Data

Students with mental health needs, behavioral support needs, and/or emotional disturbance can engage in internalizing behaviors, externalizing behaviors, or both. Preservice and induction phase elementary general education teachers are reported to have limited education in providing evidence-based behavior management strategies, especially for students who engage in internalizing and/or externalizing behaviors. There is little understanding as to the differences in elementary general education teachers’ knowledge, application, and self-efficacy in applying evidence-based behavior management strategies between preservice teachers, first-year teachers, second-year teachers, and third-year teachers. The purpose of this preliminary secondary data analysis was to examine differences in elementary general education teacher knowledge, application, and self-efficacy in evidence-based behavior management strategies from preservice to induction phase teaching. Results indicated third-year teachers had significantly less behavior management knowledge than preservice teachers. All other results were nonsignificant; however, there were practical differences when comparing the four groups on the knowledge and application measures. Implications for findings indicate the need for induction programs to focus on evidence-based behavior management strategies to support the development of behavior management for induction phase elementary education teachers as they progress through their first 3 years of teaching.

A longitudinal inquiry of sources of teacher self-efficacy: from the professional experience into the first year of teaching

ABSTRACT The cultivation of robust teacher self-efficacy (TSE) has been regarded as essential in the early career stages; however, little is known about its sources and changing mechanisms during such a period, especially in the Chinese context. The study utilised a longitudinal qualitative method, interviewing participants (n = 6) at the beginning and completion of their professional experience and the end of the first teaching semester. The results indicate mastery experience and vicarious experience were the most reported sources, whereas neither social persuasion nor physiological and emotional states were valued. Variations in the effects and cultural specificity of the sources were apparent. Implications and limitations are discussed.

Tensions within and between systems in the first years of teaching

ABSTRACT In this study, the author follows nine teachers from their university programme through their first three years of professional teaching in order to understand the work beginning teachers do and the tensions they face through the lens of Activity Theory. The author uses data from interviews, observations, and written communication from across the three years to identify different systems of object-oriented activity and tensions within and between those systems. Applying Activity Theory Analysis, the author highlights four distinct systems of activity found in the participants’ contexts and shares examples of tensions that appear within and between two or more systems. These systems and tensions demonstrate that beginning teaching is not a single system, but rather a conglomeration of multiple systems that interact in complex ways. The author proposes Activity Theory as a useful tool to prepare preservice teachers for the complexity of beginning teaching.

Beginning and first-year language teachers’ readiness for the generative AI age

The public release of ChatGPT in November 2022 ignited an intense debate about the effects generative AI (GAI) tools will have on language teaching. The advanced capability of GAI tools and their rapid uptake by students has brought both challenges and opportunities to language teachers. This qualitative study, using in-depth individual and group interviews with ten beginning teachers and seventeen first-year English language teachers, explored their readiness for using GAI tools in their professional work and their perceptions of GAI in language teaching. The study found that first-year teachers were generally ready for the use of GAI tools and could recognize its potential to support their professional work. This was largely due to their experiences using ChatGPT. However, beginning teachers were not ready to use GAI tools in their professional work and had little knowledge about them. The study provides insights into the participants’ GAI readiness; awareness of GAI tools and their capabilities and functions; utilization of GAI tools for language teaching; views towards students' use of GAI tools; and thoughts on how to prepare language learners to use GAI tools productively and critically. The study has implications for the preparation and professional development of early career teachers in the GAI-age.

“. . . Without It I Would Not Have Thought I Had Changed”: Phenomenological Case Study Research as a Methodology for Change

Purpose: This paper discusses how phenomenological research can be used as a tool to support reflection. It draws upon the methodology of a study exploring the lived experiences of eight primary physical education specialists in their first year of teaching in England and their teacher identity. Method: The study used interviews and participants’ visual representations of themselves as a discussion focus. Participants engaged in a reflective activity at the end of the study, which analyzed their experiences of the research study. Results: Results are presented as an example vignette produced from the interviews, written in the first person to represent the participants’ accounts alongside their visual representations and a thematic analysis of the interviews. Discussion/Conclusion: This paper will present both the methodological considerations and a summary of the findings from the original study. This paper advocates phenomenological research as an impetus for reflection and empowerment for participants.

First-Year Teachers’ Perceptions of Pre-Service Wellness and Physical Activity Integration Coursework and the First-Year Transition

First-year teachers encounter complex challenges such as classroom management, time constraints, expansive curricula, and adapting to a new school environment. Transitioning can be difficult for first-year teachers who are not exposed to such realities during teacher preparation. To investigate this topic a qualitative approach was employed to examine first-year teachers’ perceptions of four sequential pre-service courses designed to address the first-year transition. A focus group was conducted to determine preparedness for the transition, usefulness of the coursework, and its impact on first-year teachers’ pedagogy and student learning. Following data analyses the following themes emerged: a) feasibility of putting it into practice; b) sharing and collaboration; and c) preparation is in the details. In sum, first-year teachers indicated they were prepared for their first year, feasibly collaborated and shared their integrated pedagogical methods, and ultimately developed a sense of belonging as a result of their experiences in the pre-service coursework.

Young teachers caught between “Scylla” and “Charybdis”: professional deficits in a sociological perspective (case of Sverdlovsk region)

The topic of professional deficits among teachers has become increasingly widespread. The shortage of teaching staff affects not only small but also large cities, leading to the need to fill vacant positions with professionals of varying levels and educational quality. The issue is not just about finding teachers but also retaining them. One solution to this problem is mentorship programmes, that relieve the psychological tension in the situation but do not fully resolve it due to systemic issues in the education system. To identify the factors leading to professional deficits among young teachers, a sociological study was conducted in 2021–2022. The empirical basis for the analysis included survey data from young teachers in the Sverdlovsk region (n = 918) and materials from focus groups with teacher trainees and young educators. The analysis of the research results revealed that the competence deficits of young teachers have an adaptive nature during their transition from university education to working in schools. A typical set of professional deficits includes difficulties in completing mandatory educational documentation, thematic lesson planning, high ambitions, a lack of skills in constructive assessment of real situations, problems in maintaining discipline in the classroom, weak theoretical and practical preparation for communicating with students and implementing special educational technologies, as well as difficulties in working with specific student groups, including those with disabilities. Professional deficits are a cause of unsuccessful adaptation for young professionals, making the process challenging and increasing the likelihood of them abandoning the profession. The main factors exacerbating the issue of deficits include the reduction in the adaptation period for young teachers, increased control and assessment activities by various authorities concerning teachers, high demands for the professionalism of young educators in their first years of teaching, and increased workload of different contents.

Newly qualified secondary school teachers’ perspectives on workplace learning

ABSTRACT There is a gap between knowledge needed at work and knowledge and skills developed through formal education. Certain aspects can only be learned within the actual workplace. This article focuses on workplace learning for newly qualified teachers’ (NQTs), a learning that is integrated in the processes and experiences gained through work. Through emails and interviews the study follows 15 NQTs during their first year of teaching in Norwegian secondary schools and explores what and how they learn, seen from their own perspectives. Through an abductive analysis of the data the study aims to develop insights that can help improve teacher education as well as the induction phase for NQTs. The teachers in the study experienced steep learning curves and lack of formal mentoring. The first year of teaching was characterised by several features that impeded the professional growth. The majority of reported learning experiences were self-initiated, rendering the acquired knowledge somewhat incidental. The NQTs could have been better prepared for the comprehensive teaching role. Furthermore, both formal and informal workplace learning could have been given more attention and been better supported within the schools.

Influence of Mentoring Newly Employed Teachers on their Performance on Curricular Activities in Public Secondary Schools in Thika East and West Sub-Counties, Kiambu County, Kenya

The first year of teaching is one of the most challenging and critical periods in a teacher’s career. Newly employed teachers begin experiencing challenges such as workload pressure, lack of appreciation andsupport from colleagues, work-leisure spillover and discipline and behavior problems of students, burnout and conflict with other colleagues and other school stakeholders. This leads to low performance of newly employed teachers, as 40% of newly employed teachers do not meet the performance appraisals targets as set by TSC. This study’s objective was to determine the impact of mentoring on the job performance of newly employed teachers in public secondary schools in Thika East and West Sub-Counties, Kiambu county, Kenya. Feldman’s model of organizational socialization and social exchange theory informed this study. The study used a descriptive design and adopted a mixed methodology approach where qualitative and quantitative data were used. The study population was 568 participants comprising of 148 newly employed teachers, 378 experienced teachers, 21 principals, and 21 deputy principals. The study used stratified random sampling to sample 60 newly employed teachers, 153 experienced teachers, 17 principals, and deputy principals; thus, the total sample size was 230 respondents. The study collected data usingan interview guide for newly employed teachers, questionnaires for experienced teachers, principals, and deputy principals, and FGD for students. The researcher also carried out observation, document analysis, and other relevant secondary data. The researcher carried out mixed analysis. The study results indicated that there is a positive and statistically significant influence of mentoring (β=0.628, p=0.039<0.05) on the performance of newly employed teachers. The study concludes that having proper and effective mentoring led to better job performance of newly employed teachers. The study recommends improving on mentoring so as to boost the job performance of newly employed teachers in Kenya.

First-Year Teacher Education Students’ Epistemological Beliefs About Science and History: Domain-Specific Profiles and Relationships

Abstract This study investigates the developmental levels of epistemological beliefs (EBs) about science and history among first-year teacher trainees (n = 146) through domain-specific questionnaires. A between-person analysis was used to examine the effect of academic studies and gender differences. Further, we employed a person-centred approach, k-means cluster analysis, to identify EB profiles for both domains. The results show that the impact of academic studies is greater on discipline-specific epistemological beliefs in history than in science, while the effect of gender is not significant in either area. We identified three EB profiles for both domains and found a significant positive correlation between the domain-specific EB profiles. A quarter of student teachers have a sophisticated profile in both science and history. Our research confirms the approach that individuals’ domain-specific epistemological beliefs develop in relation to domain-general beliefs. The results, in addition to contributing to a better understanding of the development of epistemological beliefs, also carry important implications for teacher education.

Changes in First-year Teacher Self-efficacy during COVID-19

The current study explored changes in first-year teacher self-efficacy of 77 teachers in Virginia during COVID-19. Data included four survey times (August, October, February, and June) to measure changes in first-year teacher self-efficacy. The results found that teacher self-efficacy was highest entering the school year but significantly decreased during the first month of the school year. Self-efficacy scores did not significantly increase until the end of the year. Based on the current results, school districts should provide teacher induction programs throughout the school year to support first-year teacher self-efficacy.

The Effectiveness of a Proposed Discrete ‎Math Program Based on Mathematical ‎Thinking Styles in Developing Achievement ‎and Creativity among Computer Science ‎Student-Teachers at Sana'a University

The study sought to determine the extent to which a ‎mathematical thinking-based program in discrete math has an ‎effect on developing achievement and creativity among ‎computer science student-teachers at Sana'a University's Faculty ‎of Education. The study followed the experimental method with ‎two related groups and pre- and post-tests. Data collection tools ‎included a list of mathematical thinking styles and methods, a ‎proposed program, an achievement test and a general creativity ‎test. All the tools were appropriately checked for their validity ‎and reliability. The sample selected for the study consists of 30 ‎first-year teachers of computer science, and the consistency of ‎extraneous variables was checked. The tools were administered ‎at the beginning of Second Semester (2021-2022), the ‎proposed program was implemented during the semester, and ‎the tools were re-administered at the end of the same semester. ‎‎ The study findings demonstrated statistically significant ‎differences between the participants' average scores in both pre- ‎and post-accomplishment and creativity tests (0.01) in favor of ‎post-tests, as well as a high level of effectiveness of the ‎suggested program.The study recommended that student-‎teachers should be trained on thinking styles as well as on new ‎techniques of teaching and learning that emphasize thinking and ‎creativity.‎ (Keywords: Program, Math, Mathematical Thinking Styles, ‎Achievement, Creativity)‎

An Exploration of Beginning Science Teacher Orientations Toward Social Justice: “What Does It Mean to Teach?”

ABSTRACT In this exploratory qualitative case study, we sought to develop a better understanding of beginning teachers’ (Scholars) ideas about justice-oriented science teaching. Data were collected from participants from the same secondary teacher education program with an overarching mission of social justice. The study spanned two academic years, including a one-year Master of Education program and the first year of teaching. Data sources included periodic semi-structured individual interviews, lesson plans, and written reflections. Findings are presented as chronological themes indicating: 1) Scholars used their own identities as a starting point for constructing their justice-oriented practice; 2) Scholars’ learning about social justice in science education varied based upon their initial teaching goals; and 3) as first-year teachers, Scholars struggled to enact their justice-oriented goals within the classroom, which enhanced their sociopolitical awareness. The implications of this study point to attending to prospective teachers’ science epistemologies and promoting critique of science and science education, as well as awareness of the simultaneity of identities they bring to the teaching of science to achieve the transformative goals of justice-oriented science education.

First-year primary teachers’ classroom management strategies: Perceptions of use, confidence, and effectiveness

ABSTRACT As newly qualified teachers begin their teaching career, the first year can be a challenging one where they need to learn new skills and handle many stresses, including classroom management. Managing the class in order to teach is a challenging skill for newly qualified teachers. This study investigated 156 primary school teachers who are based in New South Wales, Australia, in their first year of teaching and their classroom management strategies. The results showed that newly qualified teachers frequently employ rewards, preventative strategies, differentiated strategies, and low-level corrective approaches. They were most confident using rewards and preventative strategies. Furthermore, they found that low-level correction strategies were not as effective as other strategies, such as rewards, prevention, and differentiated approaches. As new teachers transition from pre-service into in-service teachers, it is important to support them and provide appropriate professional development opportunities.

How about a round of applause: assets, dispositions and contributions of first-year teachers during parallel pandemics of 2020

ABSTRACT This qualitative study aims to learn about the experiences of first year teachers as they rapidly transitioned to remote teaching during the global Covid-19 crisis in March 2020. Additionally, the murder of George Floyd shortly thereafter exacerbated racial turmoil, impacting communities, students and families simultaneously. As the shift was sudden and drastic, and the first year of teaching is already quite challenging with a large learning curve, we seek to highlight the experiences of beginning teachers during Covid-19, and specifically focus on their strengths, assets and resilience, adding to the literature on asset-based perspectives of beginning teachers. Using data from individual journals and focus groups involving 15 first year urban and suburban teachers, we assert that first year teachers were assets to their school communities due to their technological strengths and their equity-based teacher preparation.

“I’m my own biggest critic”: an autoethnographic reflection on an early-career researcher’s first year as a lecturer in law

ABSTRACT Embedding my discussions in the wider literature around the neoliberal university and adopting an autoethnographic approach (the keeping of a diary), I explore the thoughts and feelings that I have had over my first year of teaching and researching in my first permanent lectureship, post-PhD during the midst of a global pandemic and where strike action is evidently present. Using an inductive thematic analysis, I highlight three recurring themes: (1) anxiety; (2) imposter syndrome; and (3) catastrophising – all of which are heavily interlinked and evidently present across the neoliberal higher education system. I use these themes to highlight how this has affected my own understanding of what it’s like to work in academia as a lecturer in law and in turn, how this has affected my feelings towards my job and more importantly, towards my teaching and research – aspects of my job which commonly come into conflict with each other. The final parts of this article put forward suggestions on what early-career researchers can do to tackle their own insecurities and what individuals in the academy can also do to better support colleagues to create a form of collectiveness within the modern law school.

‘it’s about bringing people together’: one middle school physical education teacher’s attempt at deploying character education

ABSTRACT Background Despite the field’s rich history and relationship with the concept of character education, to date, there would appear to be no in-depth empirical case studies that describe in pedagogical terms, how a physical educator can cultivate character through a school-based physical education setting. Purpose The purpose of this investigation, therefore, was to describe how one teacher deployed character education in the context of middle school physical education. Method An in-depth case study design was used to study how Joseph, a first-year teacher located in the Mid-South region of the United States attempted to cultivate character through physical education. Data were collected using eight interpretive techniques (formal and informal interviews, observations and field notes, film of teaching, critical incident reports, documents, and artifacts) and analyzed using thematic analysis. Data trustworthiness and reliability of the data analysis were established using four techniques. Findings Joseph deployed a ‘thematic approach’ to teaching character education. The organizational structure, methods, and content used to inform this approach were identified. The factors acting to support Joseph’s character-related pedagogies of affect included school support and teacher autonomy. Components undermining Joseph’s efforts were factors outside of his control. Conclusion This case study provides one in-depth insight into how a school-based physical educator attempted to cultivate character in the context of physical education. It would appear that Joseph’s experience deploying character education was overwhelmingly positive and that more factors acted to compliment his efforts as opposed to undermine it. To that end, much more in-depth empirical research utilizing philosophically informed interpretations of character formation are needed if we are to continue to use this terminology within the language of physical education.

To what extent does distance learning support the development of positive attitudes towards inclusive education: a comparison of primary education trainee teachers in England and Türkiye?

ABSTRACT This study examines how distance learning, which took place during COVID-19 restrictions, influenced the attitudes of primary education trainee teachers in Türkiye and England towards inclusive education for students with special educational needs and disabilities. In total, 136 Turkish, and 25 English primary trainee teachers completed the TAIS survey, and a further, 14 Turkish and two English trainees, participated in semi-structured and scenario-based interviews. The quantitative data showed that both countries’ trainees’ attitudes level were high, but English trainees` attitude were more positive than the Turkish trainees. However, the qualitative data indicated that the absence of direct, practical experience was a major concern, and most felt the need to gain direct experience starting from their first year of teaching about inclusive teaching practices.