Disavowed: The stories of two novice teachers

Scherff, Lisa

doi:10.1016/j.tate.2007.06.002

Cited by 82 publications

(56 citation statements)

References 33 publications

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“…All schools are positioned within their own histories that exist before teachers enter them . For new teachers it means that they must engage immediately in discourse and behaviour/s already established (Scherff, 2008(Scherff, , p. 1319. Weiss (1999) found in her analysis of a nationwide sample of beginning teachers in the USA that their views of the social organization of their 2 For conceptual discussion and definitions of the terms culture, climate, ethos, etc.…”

Section: Socialising Influence Of School and Its Culture: Institutionmentioning

confidence: 99%

Teacher Professional Socialisation: Objective Determinants

Píšová¹

2018

Orbis Scholae

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Entry into teaching is generally recognised as a crucial phase in the professional life of a teacher . The initial years at school can be a critical part of a teacher's career having long-term implications for teacher effectiveness, job satisfaction and also career length. The problem of a high drop-out rate of novice teachers has gradually become a global issue. Therefore, teacher professional socialisation as a specific field within a larger body of research into occupational socialisation has received increased attention in the last decades . The paper presents a brief overview of teacher socialisation research paradigms within which both the anticipatory socialisation (pre-service) and the workplace (organisational) socalisation are investigated. Further on, the focus is specifically on the latter and on the factors that determine the processes of workplace socialisation of novice teachers. While recognising the significance of subjective determinants, we aim to survey mainly the objective ones in this article . Three layers of social context are addressed: interactive (pupils and classrooms), institutional (school culture, staff, and leadership) and cultural (local social community as well as broader economic, political and cultural environment).

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Section: Socialising Influence Of School and Its Culture: Institutionmentioning

confidence: 99%

Teacher Professional Socialisation: Objective Determinants

Píšová¹

2018

Orbis Scholae

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“…In doing so, they are likely to encounter a set of norms and behaviours that clash with their previous experiences (Sabar, 2004;Scherff, 2008). Johnson (1996) reported that second language (L2) teacher education programmes are often criticised because they do not convey the sort of knowledge that teachers need most when preparing and teaching lessons in real classrooms.…”

Section: Introductionmentioning

confidence: 99%

Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching

Akcan¹

2016

PROFILE

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This study investigates novice non-native English teachers' opinions about the effectiveness of their teacher education programme and the challenges during their initial years of teaching. The results of a survey administered to fifty-five novice teachers and follow-up interviews identify strengths and weaknesses in their teacher education programme and catalogue the difficulties they faced when they started to teach. The study found significant differences between the content of novice teachers' academic courses in their teacher education programme and the conditions they experienced in classrooms. The major challenges of their first years of teaching were related to lesson delivery, managing behaviour, unmotivated students, and students with learning disabilities. The article includes suggestions to prepare teachers for the actualities of working in schools.Key words: In-service teacher development, non-native English teachers, novice teachers, teacher education programmes.Este estudio se centra en las opiniones de profesores principiantes de inglés, no nativos, sobre la eficacia de sus programas de formación como profesores y los retos durante sus primeros años trabajando. Los resultados de una encuesta administrada a cincuenta y cinco profesores principiantes y entrevistas posteriores permiten identificar fortalezas y debilidades en el programa de formación del profesorado y catalogar las dificultades que tuvieron que afrontar en el comienzo de su carrera docente. Se encontraron diferencias significativas entre el contenido de los cursos académicos de los profesores principiantes en su programa educativo y las condiciones experimentadas en sus clases. Los retos principales de sus primeros años como profesores tienen que ver con la impartición de la lección, la gestión de la conducta, el alumnado desmotivado y alumnos con dificultades de aprendizaje. El artículo incluye sugerencias para preparar a los profesores para las realidades del trabajo en las escuelas.

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“…One can imagine the course of reflection on place and the learning that must occur in preservice education in order to be able to actively wayfind through the taskscape of a general art public school positions for beginning art teachers who are more likely to be given the least desirable teaching positions as the newest members of the field (Scherff, 2008)-like itinerant positions, "art on a cart" positions, part-time positions with shared classrooms, and classrooms filled with another teachers detritus. When pre-service and student teaching art educators are more likely to encounter cooperating teachers with stable, full-time appointments in established classrooms (as these are the teachers more likely to be eligible to host pre-service and student teachers), then it becomes important for pre-service educators, cooperating teachers, and teacher mentors alike to find ways to facilitate encounters for beginning art teachers with a variety of art room places and set ups in order to help them reflect actively on the ways these positions create varying teaching experiences and certain challenges to be navigated.…”

Section: Making Place Visiblementioning

confidence: 99%

Teaching as Wayfaring: Ethnographic Maps of Place and Art Teacher Induction

Nolte

2014

Marilyn Zurmuehlen Working Papers in Art Education

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Disavowed: The stories of two novice teachers

Cited by 82 publications

References 33 publications

Teacher Professional Socialisation: Objective Determinants

Teacher Professional Socialisation: Objective Determinants

Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching

Teaching as Wayfaring: Ethnographic Maps of Place and Art Teacher Induction

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