Consistencies Between New Teachers’ Beliefs and Practices and Those Grounding Their Initial Teacher Education Program
Bibliographic Data
| ID | 8158322 |
|---|---|
| Authors | Jo Towers (0000-0002-0125-4921, University of Calgary, corresponding author) |
| Year | 2013 |
| Volume | 59 |
| Issue | 1 |
| Pages | 108-125 |
| Publication date | 2013-12-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Alberta Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0002-4805 • E-ISSN: 1923-1857 |
| Publisher | University of Alberta Press (PUBLISHER • CA) |
| DOI | 10.55016/ojs/ajer.v59i1.55710 |
| OpenAlex | W2271943594 |
| Language | EN |
| References cited | 18 |
This paper discusses the experiences of beginning teachers as they navigated their first seven years in the profession. Drawing on data from a research study that charted these teachers’ experiences during and after their initial teacher education program, I reveal that although the participants’ teaching contexts varied considerably, patterns emerged in the ways in which they articulated their roles, practices, commitments, and identities as teachers, and these were consistent with the grounding philosophy and principles of the participants’ initial teacher education program. The findings suggest that some new teachers can and do resist the discursive pressures of the field (e.g., those promoting traditional, behaviourist approaches) and that connections can be made between these teachers’ resistance and their initial teacher education program. Dans cet article, je discute d’expériences d’enseignants débutants qui tentent de s’y retrouver dans leur profession pendant leurs sept premières années d’enseignement. Puisant dans des données d’une étude qui a suivi les expériences de ses enseignants pendant et après leur programme d’études en pédagogie, je démontre que, malgré des milieux d’enseignement sensiblement variés, il en découle des modèles similaires. Ces tendances touchent les façons dont les enseignants définissent leurs rôles, leurs pratiques, leurs engagements et leurs identités professionnelles, et elles sont cohérentes avec la philosophie et les principes de base du programme d’études en pédagogie qu’a suivi chaque participant. Les résultats laissent supposer que certains nouveaux enseignants sont non seulement en mesure de résister aux pressions découlant des discours du domaine (p. ex., ceux qui promeuvent les approches traditionnelles et comportementalistes) mais qu’ils le font en réalité. De plus, les résultats donnent à penser qu’il existe des liens entre la résistance de ces enseignants et leur programme d’études en pédagogie
Humanities · Pedagogy · Sociology · Teacher education · Education Practices and Challenges · Educator Training and Historical Pedagogy · Philosophy · Psychology · Teacher Education and Leadership Studies
Making Social Science Matter
The reflective practitioner
The collaborative apprenticeship model
Developing fundamental principles for teacher education programs and practices
Educating for learning-focused teaching in teacher training
Valuing practice over theory
Understanding new teachers’ professional identities through metaphor
Induction needs of a group of teachers at different career stages in a school in the Republic of Ireland
The teacher educator as a role model
Learning to teach, learning to inquire
The Connection Between Research and Practice
Linking Theory and Practice
Can Teacher Education Make a Difference
Questioning the Research on Early Career Teacher Attrition and Retention
New Teachers’ Career Intentions
| Citation velocity | historical |
|---|---|
| Highly cited | No |