From ugly duckling to swan: Stories of novice teachers

Schatz-Oppenheimer, Orna; Dvir, Nurit

doi:10.1016/j.tate.2013.10.011

Cited by 51 publications

(28 citation statements)

References 48 publications

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“…Novice teachers start to examine their beliefs, educational conceptions, professional goals, compatibility with the profession, and the best way to accomplish their goals (Korthagen 2004) -a professional identity construction process that occurs as teachers cope with the tensions, conflicts, and gaps that arise when they begin to work (Clandinin et al 2010). Gaps arise between the existing reality and the idealistic image of the professional reality formed during the training stage (Flores 2004;Schatz-Oppenheimer and Dvir 2014). Covid 19 intensified this gap and expanded the spectrum of novice teachers' emotions (Yuan and Lee 2016).…”

Section: The World Of Novice Teachersmentioning

confidence: 99%

Novice teachers in a changing reality

Dvir

Schatz-Oppenheimer

2020

European Journal of Teacher Education

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The aims of this paper are to explore novice teachers' experiences in the Covid-19 crisis, and to examine their professional identity construction process. During the global crisis, novice teachers had to deal with unexpected challenges and take advantage of new opportunities. This study is based on 32 narratives of novice teachers in Israel who took part in a one semester online Zoom induction in two workshops. The open conversations narratives in the meetings were recorded and transcribed, and then subjected to categorical content analysis. The findings show the challenges and opportunities related to three central categories: technological, pedagogical and educational system in the novice teachers' experiences. The main contributions of this study are: understanding the novice teachers' experiences in the uncertainty and turmoil of the crisis, and learning about professional dilemmas and tensions which gave rise to various challenges and opportunities that that supported the construction their professional identity.

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Section: The World Of Novice Teachersmentioning

confidence: 99%

Novice teachers in a changing reality

Dvir

Schatz-Oppenheimer

2020

European Journal of Teacher Education

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“…Practical knowledge is constructed through understanding and interpretation, and as a consequence, a bridge is built between theory and practice (Ritchie and Wilson, 2000;Dewhurst and Lamb, 2005). Because storytelling develops reflective and explanatory thinking, this educational method appears to be useful for constructing (entrepreneurial) knowledge, identity, and skills in both the listeners and tellers (Schatz-Oppenheimer and Dvir, 2014). In short, in entrepreneurship education, both the success and failure stories of entrepreneurial role models show great potential for inspiring one's perceptions of role models.…”

Section: Success and Failure Storiesmentioning

confidence: 99%

Entrepreneurship education revisited - perceived entrepreneurial role models increase perceived behavioral control

Fellnhofer¹

2017

IJLC

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Relying on Bandura's (1986) social learning theory, Ajzen's (1988) theory of planned behaviour (TPB), and Dyer's (1994) model of entrepreneurial careers, this study aims to highlight the potential of entrepreneurial role models to entrepreneurship education. The results suggest that entrepreneurial courses would greatly benefit from real-life experiences, either positive or negative. The results of regression analysis based on 426 individuals, primarily from Austria, Finland, and Greece, show that role models increase learners' entrepreneurial perceived behaviour control (PBC) by increasing their self-efficacy. This study can inform the research and business communities and governments about the importance of integrating entrepreneurs into education to stimulate entrepreneurial PBC. This study is the first of its kind using its approach, and its results warrant more in-depth studies of storytelling by entrepreneurial role models in the context of multimedia entrepreneurship education.

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“…(2017 [38]) found no significant difference between novice and experienced teachers. Recent approaches to the issue of teacher burnout have moved beyond accounting for levels of job satisfaction, enthusiasm or motivation and have instead focused more on depersonalisation 4 [40]).…”

Section: Figure 4 Feelings Of Preparedness Of New Vs Experienced Tementioning

confidence: 93%