An Exploration of Dispositions for Success among First-Year Teachers

Autor/in	Chatterton, Zac
Titel	An Exploration of Dispositions for Success among First-Year Teachers
Quelle	(2017), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Aurora University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-6953-4
Schlagwörter	Hochschulschrift; Dissertation; Beginning Teachers; Teacher Attitudes; Success; Teacher Effectiveness; Personality Traits; Preservice Teacher Education; Teaching Experience; Teacher Evaluation; Classroom Techniques; Time Management; Reflective Teaching; Teacher Student Relationship; Teacher Motivation; Phenomenology + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Junior teacher; Junglehrer; Lehrerverhalten; Erfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Lehramtsstudiengang; Lehrerausbildung; Teacher appraisal; Lehrerbeurteilung; Klassenführung; Zeitmanagement; Teacher student relationships; Lehrer-Schüler-Beziehung; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	Universities and colleges are charged with the broad task of providing their students with the skills that will allow them to be successful in their chosen fields. The perception that teacher preparation programs hold the key to the knowledge and skills necessary to have a successful career is being unclear from the consumer's perspective. While investing in education will always be beneficial, it does not come with any guarantees of success in the workplace. The research provides the first year teachers' perceptions of success. The content knowledge, pedagogical development and field experiences are traditionally aligned for all pre-service teachers. Their success in the classroom is not always a given in spite of all pre-service teachers having been exposed to the edTPA process, state teacher licenses assessments, and in-service evaluation that is aligned to the Danielson framework. Neither the edTPA nor the Danielson framework evaluate disposition directly. An educator needs to be reflective in his/her practice in order to develop his/her disposition along with content knowledge and instructional strategies. This study provides insight to pre-service training, first year in-service experiences, the evaluation processes (edTPA and Danielson framework), and their dispositional perspective. Major themes pertaining to classroom management, time commitment, reflective practices, emotional connection to students, and being self-driven were explored through a dispositional lens. Dispositional characteristics are present throughout the pre-service training and become increasing prevalent in first year teachers. This phenomenological study follows a contextual framework of disconnect between teacher preparation programs and in-service realities resulting in a deeper understanding of first year teachers' perceptions of success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01