Mentoring First-Year Teachers' Implementation of Restorative Practices

Autor/in	Gray, Pennie L.
Titel	Mentoring First-Year Teachers' Implementation of Restorative Practices
Quelle	In: Teacher Education Quarterly, 48 (2021) 1, S.57-78 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Mentors; Beginning Teachers; Classroom Techniques; Teacher Attitudes; Management Systems; Criticism; Teacher Education Programs; Educational Practices; Teacher Educators; College Faculty; Interpersonal Relationship; Elementary School Teachers; Student Behavior; Elementary School Students + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Klassenführung; Lehrerverhalten; Kritik; Bildungspraxis; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fakultät; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten
Abstract	An analysis of data collected through series of semiscripted interviews with 16 first-year teachers reveals the types of classroom management systems implemented by early-career teachers at the start of the school year. The findings of this study indicate that the first-year teachers adopted a hybrid approach to classroom management. Eleven of 16 participants implemented aspects of the classroom management system advocated by their teacher education program. However, 14 of the first-year teachers also used classroom management systems that were negatively critiqued by the teacher preparation program. The ways in which the first-year teachers implemented Restorative Practices is explored along with an unanticipated outcome of this study: the benefits of continued contact with first-year teachers by their teacher preparation program. Through the interview process, the interviewer, one of their former professors, mentored and encouraged the first-year teachers, and the potential benefits of this type of extended relationship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01