Search results for: Beginning teachers

The article examines conceptions of mentoring and beginning teachers. Interviews with six mentors and six beginner teachers were held, and 379 statements were grouped into six conception. The categories were apprenticeship, personal support, andcollaborative learning, and these revealed the variation in how mentors and beginning teachers conceptualized school-based mentoring.

The article focuses on the year of entitled practicum in England. Pooled data from a postal questionnaire, with a 60% response rate (n = 92), were analyzed from three consecutive cohorts of newly qualified science teachers (2003-2006). Focus group interviews and telephone interviews with 20 newly qualified teachers and 20 induction tutors were also used to collect data. The majority of the sample of newly qualified teachers received the main entitlements in their induction year but serious concerns persist for a significant minority.

The article examines definitions of agency in the literature; then we test these definitions against the work of novice teachers to instantiate the concept of agency with concrete examples from their work. It then and explores what distinguishes teachers who maintain a child-centered stance in the face of standardization.

The article describes a new preservice teacher education called classmates, a collaboration between several Australian universities. Classmates aims to prepare pre-service teachers to work in challenging, hard-to-staff schools. These contexts typically have socially disadvantaged populations and annually experience teacher shortages and high teacher turnover, particularly amongst beginning and early career teachers.