Considering the first year: reflection as a means to address beginning teachers’ concerns

Shoffner, Melanie

doi:10.1080/13540602.2011.580518

Cited by 39 publications

(42 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It was found that more graduate PSTs spent their studying time on planning for teaching, instead of using it to reflect and understand the studying materials than undergraduate students. With the limited access to opportunities to develop their teaching identity in their teaching practicum, the PSTs' reflection and beliefs are affected and their sense of stress levels is increased (Beauchamp & Thomas, 2009;Brackett et al, 2010;Jones, 2009;Shoffner, 2011). This finding is again consistent with the statement that lack of time in the classroom could influence PSTs' development of reflective thinking and adaptive teaching strategies (Ash & Clayton, 2009;Wilson & Deaney, 2010).…”

Section: Discussionsupporting

confidence: 79%

“…A typology of reflection developed by Luttenberg and Bergen (2008) describes the pragmatic, ethical and moral dimensions that foreground the development of teacher identity. Offering a means to expand upon the open or closed nature of reflection, this typology helps to make sense of the type of understanding that follows the application of new concepts (Hedberg, 2009;Matoti & Junqueira, 2013;Parsons et al, 2011;Shoffner, 2011). A similar framework of reflective questioning, published by Croker, Trede and Higgs (2012), makes clear connections between the readiness, reciprocity and responsiveness of individuals as they form collaborative and productive networks that jointly contribute to the development of teacher identity.…”

Section: Teacher Identity and Reflective Practicementioning

confidence: 99%

“…For example, compared to their undergraduate degree peers, graduate PSTs have fewer opportunities for inschool experiences to strengthen reflective thinking and adaptive ability. The literature suggests these skills are pivotal to the development of teacher identity and reflective practice (Beauchamp & Thomas, 2009;Jones, 2009;Parsons et al, 2011;Shoffner, 2011).…”

Section: Overview Of Australian Undergraduate and Graduate Ite Programsmentioning

confidence: 99%

See 2 more Smart Citations

Comparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums

Geng¹,

Midford²,

Buckworth³

2016

AJTE

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 79%

Section: Teacher Identity and Reflective Practicementioning

confidence: 99%

Section: Overview Of Australian Undergraduate and Graduate Ite Programsmentioning

confidence: 99%

See 1 more Smart Citation

Comparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums

Geng¹,

Midford²,

Buckworth³

2016

AJTE

View full text Add to dashboard Cite

“…Beginning teachers' concerns develop from concerns of the self (self-concerns), via concerns with respect to pedagogy and curriculum (task-concerns) to concerns with respect to students' learning (impact-concerns). Later, scholars used Fuller's model of concerns in adapted forms, but the operationalization of concerns as teachers' worries, fears or problems remained (Kagan, 1992;Shoffner, 2011).…”

Section: Professional Life Phases and Professional Concernsmentioning

confidence: 99%

“…Also, beginning teachers face many challenges when entering the profession and are introduced to the complicated nature of teaching (Meijer, de Graaf, & Meirink, 2011;Pillen, Den Brok, & Beijaard, 2013). Teacher educators can use these first year teachers' concerns to adapt their teacher preparation practices (Shoffner, 2011). However, for all professionals, irrespective of their experience, it can be expected that they develop continuously (Avalos, 2011;Van Veen & Kooy, 2012).…”

Section: Introductionmentioning

confidence: 99%

Understanding teachers’ professional learning goals from their current professional concerns

Louws

Meirink

Veen

et al. 2017

Teachers and Teaching

View full text Add to dashboard Cite

In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers' current professional concerns. Also, teachers in different professional life phases have different reasons for engaging in professional learning. In this study, we explored the professional concerns underlying teachers' learning goals in order to understand variation in professional learning over a teacher's career. In this qualitative study, we administered a semi-structured interview and a card sorting task to 15 secondary school teachers to elicit teachers' learning goals and current professional concerns. By conceptually combining teachers' learning goals with professional concerns in concern-goal pairs, we sought to understand the different reasons for teachers' learning. These concern-goal pairs were characterized in three different types of reasons: continuous, growth and improvement, and work-management. The results showed that early career teachers have mainly growth and improvement concerns, whereas mid-and late-career teachers have both continuous and growth and improvement concerns. Work-management concerns differ for early-and late-career teachers. Results are further discussed in terms of professional life phase models and teachers' developmental tasks throughout their career.

show abstract

Emotions involved in encountering classroom diversity: Beginning teachers’ stories

Hyry-Beihammer

Jokikokko

Uitto

2019

British Educational Res J

View full text Add to dashboard Cite

This article addresses emotions involved in encountering classroom diversity as appearing in beginning teachers’ stories. Previous research has pointed out that teachers’ emotions related to growing classroom diversity are seldom addressed, although increasing classroom diversity has been distinguished as a significant emotional challenge for teachers. In this article, teachers’ work is viewed as relational and moral work, in which emotions are inherently present. We conceptualise emotions as simultaneously social and individual. Instead of predefining the term ‘diversity’, we are interested in what kind of classroom diversity seems to become meaningful in teachers’ stories. The data consists of narrative interviews with seven Finnish beginning teachers. The findings illustrate how, in beginning teachers’ stories, students are both categorised and approached as unique individuals. Furthermore, the findings show diverse ways that emotions are present in teachers’ stories about classroom diversity, and how the working community also affects teachers’ emotions. We argue that teachers’ stories related to emotions and classroom diversity can be interpreted as moral negotiations, in which teachers’ own values and ideas of teaching are challenged. The findings of this article may add understanding of teacher–student relationships in diverse classrooms, and are also significant for teacher educators and teacher education programmes.

show abstract

Considering the first year: reflection as a means to address beginning teachers’ concerns

Cited by 39 publications

References 22 publications

Comparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums

Comparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums

Understanding teachers’ professional learning goals from their current professional concerns

Emotions involved in encountering classroom diversity: Beginning teachers’ stories

Contact Info

Product

Resources

About