Literaturnachweis - Detailanzeige
Autor/in | Gray, Pennie L. |
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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 (2) |
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 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). |
Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |