Considering the First Year: Reflection as a Means to Address Beginning Teachers' Concerns

Autor/in	Shoffner, Melanie
Titel	Considering the First Year: Reflection as a Means to Address Beginning Teachers' Concerns
Quelle	In: Teachers and Teaching: Theory and Practice, 17 (2011) 4, S.417-433 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	Interviews; Content Analysis; English Teachers; Beginning Teachers; Reflective Teaching; Reflection; Educational Practices; Ethnography; Teaching Conditions; Teacher Attitudes; Performance Technology; Quality of Working Life; Teaching Experience; Beginning Teacher Induction; Work Attitudes + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Inhaltsanalyse; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Bildungspraxis; Ethnografie; Lehrbedingungen; Unterrichtsbedingungen; Lehrerverhalten; Arbeitsqualität; Work attitude; Arbeitshaltung
Abstract	If teaching is a complex act, it is additionally complex for first-year teachers', who enter with the same responsibilities as veteran teachers yet encounter specific difficulties as beginning teachers. This paper uses existing research on beginning English teachers major concerns to frame the exploration of concerns faced by four beginning teachers. This exploration focuses on two guiding questions: (1) What issues of practice do beginning teachers identify in their first year of teaching?; (2) How do the beginning teachers understand these issues of practice? A qualitative methodology guided the research, with active interviewing and ethnographic content analysis used to examine the data. While the beginning teachers experienced several concerns noted in previous research, analysis of the data identified three additional first-year teacher concerns: adjustment to the profession, acceptance of students and management of emotion. Teacher educators must prepare beginning teachers for the existence of these concerns in the classroom, as well as the impact of these concerns on the beginning teacher. Reflective practice is offered as a means to meaningfully address concerns during university preparation and consider these concerns in the first years of teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10