Problems Of Beginning Teachers Research Articles

Problems of Beginning Teachers: Perceptions of Pre-Service Music Teachers

This paper reports on a study of the expectations of preservice music teacher education students about the problems faced by beginning teachers. The findings are presented against a background of studies of the unrealistic optimism of teacher education students. In this study, there was a consistent tendency for students to express high levels of confidence in their ability to teach, and to believe that they would experience less serious problems as beginning teachers than the "average first year teacher". This optimism is suggested as one reason for teacher education students' reluctance to use theoretical constructs to guide their classroom teaching during the practicum.

Simulating Problems of Beginning Teachers

Simulating Problems of Beginning Teachers

TAYLOR, MARVIN, and DROPKIN, STANLEY. "Perceived Problems of Beginning Teach ers as Related to Student Teaching and Present Job Locale." New York: Queens College, The City University of New York, 1965. (Unpublished)

TAYLOR, MARVIN, and DROPKIN, STANLEY. "Perceived Problems of Beginning Teach ers as Related to Student Teaching and Present Job Locale." New York: Queens College, The City University of New York, 1965. (Unpublished)

Some Predictors of Problems of Beginning Teachers

characteristics and the types of problems beginning teachers experience. To fit the fragment into its proper context, a brief overview of the procedures in the larger study is germane. For two successive years, beginning non-experienced teachers of Grades 1 through 6 in thirteen Indiana school systems in localities that ranged from eight thousand to one hundred and ten thousand in population were assessed on three instruments as they began teaching: the Teacher Characteristics Schedule, Form E54 (2); Mathematics Teaching Tasks, Form El; and Teaching Tasks in Reading, Form B. More than 97 per cent of the teachers responded to the two task instruments, which were administered face to face. About 80 per cent of the teachers responded to the Teacher Characteristics Schedule, which was sent home with each teacher, to be returned by mail. Two years later for the first sample, and one year later for the second sample, the beginning teachers who were still in the system in which they started were again tested on the Mathematics Teaching Tasks and the Teaching Tasks in Reading, but not on the Teacher Characteristics Schedule.

Perceived Problems of Beginning Teachers and Related Factors

Perceived Problems of Beginning Teachers and Related Factors