First Year Of Teaching Research Articles

Examining Pedagogical Challenges: Novice Teachers’ Classroom Management Experiences in Urban Public Elementary Schools

The purpose of this study was to develop an understanding of the classroom management challenges novice teachers experience in their first year of teaching. In addition, novice teachers experience challenges because of the differences they face in the theory they have studied and the actual class situation that they have to manage. For this purpose, a basic qualitative research design was employed, and in-depth semi-structured interviews were conducted with novice elementary-secondary school teachers using purposive sampling. The novice teachers who attained a degree in teacher education did their first job in public elementary schools in Lahore and had less than two years of experience, which was the sample of this study. It was found that the majority of the teachers opted for this profession by choice and were satisfied with their job. It was found that they have learned classroom management in teacher education programs, such as developing lesson plans, managing class routines and class rules, monitoring students’ work, and involving students through class participation and activities. The novice teachers developed class rules, prepared in class with content preparation and planned activities, established rapport with students, and roamed around students to monitor their learning. However, novice teachers faced challenges related to students’ behaviors because of high-class strength, unwillingness to learn, disruptive students, and frequent absenteeism from class. Novice teachers could be facilitated by providing support to address these challenges.

An interview with Keith Ward

Abstract This article is part of Religious Studies’ new initiative to publish a series of interviews with distinguished philosophers of religion. Each interview explores the personal and academic background of the interviewee and discusses their core philosophical views. The aim is to inspire students and scholars and to provide an overview of some of the most important works developed by contemporary philosophers of religion. In this interview, Tyler Dalton McNabb interviews Keith Ward, covering such topics as his upbringing, his first years of teaching, his view on natural theology, and his view on special revelation in the world religions.

Exploring the Academic Self-Efficacy of the First Year Student Teachers of University of Rwanda-College of Education (UR-CE)

The research investigates the academic self-efficacy of first-year students at University of Rwanda-College of Education (UR-CE) in line with both Bandura’s social cognitive theory and self-efficacy theory. Utilizing a sequential explanatory model for quantitative and qualitative data collection, the research took place during academic year 2023 with total of 1,435 first-year students and it also engaged five members of the academic staff. Cochran’s formula was used to calculate sample size and 304 student teachers were randomly selected and 5academic staff member were selected, one from each of the five departments. A multi-stage sampling and simple random sampling were used to select the student teachers who undertook an online survey. After analyzing the quantitative statistical data, two in-depth interviews were conducted: one with 20 student teachers focusing on their academic self-efficacy and average scores, and another with five staff members from UR-CE. The overall mean for the four components of ASE on Likert scale was 3.67 which is equivalent to moderate ASE. The results of both in-depth interviews also confirmed these findings. The overall SD of scores in the four components of ASE is 1.91, indicating heterogeneity in levels of academic self-efficacy among UR-CE first-year teacher students. Self-regulated learning scored 3.89 indicating that first-year teachers excelled in regulating their learning to achieve academic goals, while competency scored 3,50 indicating that these student teachers have gaps in academic skills. In accordance with Bandura (2006)’s classification, 78.29% of student teachers have moderate ASE; 20.72% have high ASE; while 0.99% have low ASE. The study recommends that UR-CE improve programmes that enhance students' academic self-efficacy and other psychosocial skills, and include these skills in its recruitment criteria. Finally, it is recommended that lecturers use specific pedagogical strategies to stimulate students' academic self-efficacy rather than discourage them.

An Analysis and Reflection Pedagogical Toolkit Used in Induction Mentoring

This paper presents the outcomes of an innovative induction program designed to support beginner teachers during their first year of teaching. It emphasizes the mentoring strategy and the effectiveness of utilizing genuine pedagogical tools that were specifically developed to address the professional needs of new teachers. The induction program tailored for beginner teachers utilized a pedagogical intervention strategy and differentiated approach to develop a new toolkit for lesson analysis and for individual and group reflective activities developed in the classroom. The induction program provided reflects the professional perspective of a group of mentor trainers involved in the first systemic project that trained the teacher mentors at national level. These trainers developed a pedagogical toolkit that is beneficial for both beginner teachers and mentor teachers. Additionally, the program incorporates a remote mentoring model, which has a significant influence on new teachers’ continuing development.

Is well begun half done? A latent cross-lagged study of first-year teachers’ occupational commitment, vocational satisfaction, and teacher self-efficacy

Occupational commitment, vocational satisfaction, and teacher self-efficacy are critical factors in understanding beginning teachers’ retention intention. However, little is known about their causal relationships. Using a latent cross-lagged design, we collected two-wave survey data among 1322 first-year teachers over one year (T1: June 2022, upon graduation from the Free Teacher Education program in China; T2: July 2023, upon completion of the first year of teaching). The three constructs were found interrelated from a cross-sectional perspective. However, through a longitudinal lens, baseline vocational satisfaction and teacher self-efficacy were negatively predictive of occupational commitment one year later. Suggestions and implications are discussed.

Fostering critical views on educational technology: A cooperative inquiry with novice teachers

This qualitative study used a cooperative inquiry design to explore novice teachers’ adoption of critical views in their descriptions, perceptions, and uses of technology during student teaching and first-year teaching. Interviews, observations, written philosophy of education statements, lesson plans, and digital teaching artifacts composed the body of evidence and informed the study’s findings. In alignment with a cooperative inquiry approach, participants (n = 4) engaged in the research process alongside the authors and contributed to the findings. Findings demonstrated that intentional focus on digital equity pedagogy and student-centered technology-enabled learning (TEL) throughout educator preparation programs (EPPs) support novice teachers’ adoption of a critical lens to determine whether technology is acting as a transformative or oppressive agent in the K-12 classroom.

The Predictive Role of Teaching Experience in Teachers’ Implementation of Metacognitive Knowledge

Aim. While there is so much emphasis on teachers' metacognition, little is known about the role of teaching experience in teachers' metacognition and their instructional practices. Therefore, the current study aimed to provide new insight into the extent to which experience in teaching might predict teachers' metacognition or their awareness of each metacognitive component and sub-factor. Furthermore, the use of teachers' metacognition in their instructional practices was explored. Method. A quantitative research method was used to investigate teachers’ metacognition and their teaching experience. For this purpose, 130 teachers participated and completed the Metacognitive Awareness Inventory for Teachers (MAIT) questionnaire. Independent T-test and Enter regression were used to analyse the data. Results. The analysis of the collected data revealed that years of teaching experience could be a predictor of teachers' metacognitive knowledge but not their metacognitive regulation. Conclusion. Teachers can enhance their metacognition from the first years of teaching, and through training and practice, they can strengthen their abilities.

Novice teachers’ challenges and strategies in coping with COVID-19 at a rural school

The study was undertaken to investigate and understand the challenges and strategies of novice teachers in coping with COVID-19 at a rural school. The researcher observed and experienced many challenges during the first year of teaching, including stress, anxiety, depression, lack of support, and lack of collaboration with teammates. This study explores the challenges faced by novice teachers in coping with the COVID-19 pandemic at a rural school. The study employed a qualitative approach, interpretive paradigm, and case study design. Four high school novice teachers participated in this study. Guided by ethical considerations in research, semi-structured interviews were used to collect data. This study used narrative analysis to analyse data from the participants. This study found overcrowded classrooms, heavy workloads, lack of resources, lack of support, tribalism, lack of orientation, lack of discipline, lack of knowledge of subject content, and pressure from school administration as challenges encountered by novice teachers during COVID-19. This study also revealed frustration, discouragement, Insomnia, and mood swings as the effects affecting novice teachers’ well-being. In conclusion, novice teachers applied different strategies to deal with challenges during COVID-19. The Department of Education in Free State should provide mobile classrooms so learners are comfortable and enjoy the lesson, and teachers can also move around when presenting a lesson. The government must develop supportive social networks and proper orientation for novice teachers to limit the lack of support.

A case study of how first-year early childhood teachers figure their roles within the profession and whether to remain in it

ABSTRACT The first year of teaching can be overwhelming, and many early educators in elementary schools located in the United States often choose to exit the classroom. Despite various suggestions for reversing this trend, many early childhood teachers working in elementary schools still leave teaching as their profession’s complexity continues to increase. Here, we examine how first-year early childhood teachers whom we have followed since they enrolled in their teacher education program figured their roles within the profession and whether they thought they would remain in it. Through this analysis, we illuminate the complexity of the world of teaching in which these beginning teachers figured their identities as professionals, and we offer suggestions for teacher educators to employ figured worlds as a construct to support novice as well as preservice teachers as they navigate the realities and unexpected challenges of teaching in the early childhood grades in elementary schools.

Embarking on a Teaching Career: Experience of Beginner Teachers in Laamu Atoll, Maldives

Embarking on a teaching career involves significant adjustments as beginner teachers undergo a transition period marked by a shift from guided practice and mentorship to independent teaching responsibilities. Beginner teachers face a lot of challenges during this transition period. This study utilised a cross-sectional quantitative survey methodology to investigate the experiences of novice teachers within schools across Laamu Atoll, Maldives. A total of 56 beginner teachers from Laamu Atoll participated in this research. Data was collected through an online questionnaire comprising both open and closed-ended questions. The findings of this study indicate that first-year teachers commonly encounter stress, lack adequate support, and develop feelings of unpreparedness in addressing both behavioural and academic challenges among their students. This study suggests the implementation of mentoring programs as pairing new educators with experienced counterparts significantly aids novice teachers in navigating and addressing their apprehensions during their inaugural year in the classroom.

Negotiations and reconciliations in the first year of teaching

This study investigates the lived experiences and developing identities of three secondary first-year teachers, exploring the practices each employed to reconcile expectations of teaching with their realities. Authors present distinct narratives synthesized from weekly reflections and interviews, identifying factors that supported new teacher reconciliation including a strong connection to community, healthy social emotional skills, and the recalibration of the role of curriculum. This study advocates for teacher preparation programs to recognize areas of misaligned expectations and provide support for new teachers in the construction of realistic views of teaching as essential to developing teacher identity and impacting retention.

‘It was painful then, but I can laugh about it now’

Abstract This study investigated the lived experiences of 11 teachers who immigrated recently from four African countries to teach in Florida schools. The study explored their perceptions, expectations, lived experiences and realities during their first year of teaching in US public schools in south-west Florida. In this qualitative, phenomenological research design, using field notes and in-depth individual semistructured interviews with the immigrant teachers, three themes emerged from the thematic analysis. These were: 1) challenges facing immigrant teachers from African countries during their first year of teaching; 2) adaptation to a completely different culture and the related culture shock; and 3) support from their employers (the school district) and local communities.

“I need more help, but everyone expects me to know it”: perceived mentoring needs of contemporary second-year early career teachers

ABSTRACT While there has been theoretical and empirical address of the changing characteristics of teachers as they progress through the early years of their professional careers, much less research has considered how this influences the changing ways in which early career teachers (ECTs) may prefer to experience mentoring during this time. Most ECT mentoring research and in-school mentoring programmes focus on teachers in their first year of the profession, or ECTs in very broad terms. Consequently, the specific mentoring needs and preferred approaches of second-year teachers, in particular, remain unclear. In this paper, we report on data collected via researcher field notes, an online survey, and professional learning activities with 15 mentors and ECTs in their second year of teaching in Queensland, Australia. Using a combination of descriptive statistics and directed qualitative content analysis, findings indicated that second-year teachers identify as having specific mentoring needs that they perceive require a unique combination of directive and co-exploratory mentoring approaches. Critically drawing on theories of teacher development, these findings have implications for schools and systems both in Australia and internationally in the development of policies and programmes for mentoring beyond the first year of teaching.

Novice Elementary Teachers’ Science Teaching: Instructional Planning and Discourse

ABSTRACT Teaching science to elementary school students is complex, and teacher preparation programs must support pre-service teachers’ learning to communicate science content and practices with children. Science teachers bring the experiences they have as students to their teacher preparation, and these experiences may support or conflict with what they are learning about effective teaching. In this study, we present stories of two first-year teachers who attended a STEM-focused teacher preparation program in the U.S. While effective science teaching requires a multitude of complex practices, we focus on the teachers’ science lesson planning and discourse. These two constructs were chosen as areas of foci because they are introduced in teacher preparation, preservice teachers are often evaluated on these constructs in preparation for licensure, and they are critical components of effective elementary instruction/ Data collection began during their teacher preparation and continued into their first year as teachers and include semi-structured interviews, observation field notes, and video recordings. While both teachers expressed similar intentions for incorporating instruction practices learned in their teacher preparation, we found differences in enactment. We discuss influences, such as school cultures and peers, on beginning teachers’ attempts to translate learning from teacher preparation into their first year as teachers of science and include recommendations for continued support of novice teacher learning.

Columns: The Future is Now: Teaching while Queer: Navigating the First Year

A candidate in a teacher preparation program leads and researches a queer book club, which invites opportunities for them to foster queer spaces, communities, and visibility in their first year of teaching.

Beginning to Implement Ambitious Mathematics Instruction: What Promising First-Year Elementary Teachers’ Lessons Can Teach Us

ABSTRACT Although teachers are expected to teach mathematics ambitiously, it is challenging for them to do so. Given that the first year represents a critical juncture between teacher preparation and inservice teaching, it may be particularly challenging to teach ambitiously. Understanding the nuanced characteristics in lessons taught by first-year elementary teachers identified as being generally ambitious can inform how mathematics teacher educators and school mentors support them. A thematic analysis of 15 transcribed lessons revealed instructional moves that were more and less prevalent. Task-level findings indicated that while first-year teachers solicited student input, encouraged them to participate in discussions, and had them attend to cognitively demanding tasks, they seldom assigned open-ended and non-procedural tasks. Students also had few opportunities to grapple with the mathematics. Turn-level findings indicated that first-year teachers maintained the task potential, facilitated student participation, and promoted student authority and perspectives. They further aimed to deepen students’ mathematical thinking, albeit the subtle ways they did so sometimes were apparent across lessons (e.g., encourage students to continue to problem solve) and other times were limited (e.g., provide an opportunity for students to agree or disagree).

Struggles Coping with Emotions in Professional Lives: First-Year Teaching Experiences of Indonesian EFL Novice Teachers

<p>Kesejahteraan emosional seorang guru pemula dapat dipengaruhi oleh kesulitan yang mereka hadapi dalam karir profesional mereka. Dapat dimengerti bahwa beberapa pendidik EFL tahun pertama mungkin merasa sulit untuk mengendalikan emosi negatif mereka ketika dihadapkan pada situasi yang menantang di dalam kelas. Meskipun dapat diterima untuk mengekspresikan beberapa perasaan secara terbuka, namun ada juga yang merasa tabu karena berbagai alasan. Tujuan dari penelitian ini adalah untuk menjawab dua pertanyaan: (1) perasaan apa yang biasanya dihadapi oleh pengajar tahun pertama di kelas? (2) Bagaimana cara pengajar bahasa Inggris sebagai bahasa asing tahun pertama mengelola perasaan mereka saat bekerja? Para peneliti dalam penelitian kualitatif ini menggunakan wawancara semi-terstruktur untuk mendapatkan informasi rinci tentang pengalaman para partisipan dalam mengelola emosi mereka.</p>

Centering First-Year Teachers’ Instructional Visions and Professional Voices in a Community of Practice

First-year teachers often experience tensions between their visions of high-quality and equitable mathematics instruction and the realities of school culture and politics. Subsequently, first-year teachers need a professional learning space where they can be supported in enacting their instructional visions while developing their professional voices. In this paper, we share the voices of four first-year teachers and how a community of practice supported them to navigate the individual challenges of their classroom practices. Findings from this study yielded two major themes: 1) the community of practice supported them to reflect, envision, and articulate alternative realities; and 2) instructional visions were filters that empowered them to strengthen their professional voices while developing as equitable mathematics teachers.

The Impact of an Induction Mentoring Programme for Novice Teachers. Reflections, Feedback, and Directions for Future Research

This paper examines the effects of an innovative induction programme that was provided to novice teachers during their first year of teaching. The opinions of the participants were gathered concerning the practicality and pertinence of the mentoring actions performed, the most significant outcomes of mentoring-style learning, and possible directions for the mentoring programme's continuing development. The participants explicitly mentioned the mentoring programme's formative value, placing particular emphasis on the importance of introspection and the establishment of communities for peer learning. The participants' feedback underscored the importance of maintaining an empirical approach to the matter of induction mentoring. Additionally, it emphasised the necessity of tailoring and individualising mentoring strategies to address the diverse requirements of the participants.

New K-12 Chinese teachers’ experiences with curriculum: Flexibilities and difficulties

Investigating the experiences of four new Chinese language teachers from diverse backgrounds in a Midwest state, this study explores their interactions with curriculum during their first year of teaching in U.S. K-12 schools. Using Zeichner and Gore’s interactive perspective of teacher socialization, the study gathered qualitative data from multiple sources and formats. The data underwent coding and analysis in NVivo 8. The findings revealed that these new teachers had limited access to K-12 Chinese curriculum and lacked sufficient knowledge about it. Consequently, they faced challenges in making informed curricular decisions and struggled in their daily instruction. Despite these obstacles, the teachers managed to create their own curricula, implement student-centered teaching, and incorporate both Pinyin and Chinese characters in their instruction. The paper concludes with recommendations for Chinese teacher education.