“I’ve Tried and I’ve Died This Year”: First-Year Teachers Reflect on Literacy Reform

Broemmel, Amy D.; Swaggerty, Elizabeth A.

doi:10.1080/1547688x.2015.1094712

Cited by 5 publications

(6 citation statements)

References 10 publications

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“…Steps to accomplish this might include removing punitive measures linked to test scores and providing unilateral institutional support for teachers during their induction years when they are most vulnerable to institutional performativity pressures. Additionally, we join Broemmel and Swaggerty's (2017) call to raise awareness of institutional performativity pressures during the first year of teacher preparation so that beginning teachers are aware of what they will face during their induction years.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, as first-year teachers attempt to construct their identities, they may encounter some unexpected challenges. Broemmel and Swaggerty (2017) found that some beginning teachers, in spite of receiving high ratings on their teaching, "consistently wrestled with following the path paved with their own knowledge and beliefs or just giving in to the pressures of conformity" (p. 49). This complexity of beginning teacher induction and the struggle to remain true to their own beliefs has been articulated as a struggle between social fear and professional fear and is part of the identity formation process.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Institutional Performativity Pressure and First-Year Teachers

Gray

Seiki

2020

Front. Educ.

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The challenges of negotiating the first year of teaching is something that concerns not only nascent teachers, but also many teacher educators and school administrators (Dugas, 2016). This case study of two beginning teachers explores the ways these teachers navigated the pressures of institutional performativity. Interviews reveal that both teachers' identities were impacted by external data-driven learning measures. The first-year teachers wrestled with the quantifiable data that served as evidence of their merit. At times, these external expectations created a crisis in values in that the beginning teachers felt they must abandon what they knew to be effective practices and instead adopt their school norms or approaches that would meet these external demands. This research points to the ways teacher educators and school administrators must work alongside beginning teachers to be a catalyst for systemic change toward student-centered learning and away from an over emphasis on student data driving perceptions of teacher merit.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Institutional Performativity Pressure and First-Year Teachers

Gray

Seiki

2020

Front. Educ.

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“…Novice teachers need time to develop effective instructional practices and may experience dissonance between personal beliefs, concepts learned in teacher education programs, and the realities of their new teaching contexts (Levin & He, 2008). Beginning literacy teachers face challenges with learning curricula, planning, finding resources, and meeting new expectations (Broemmel & Swaggerty, 2017). However, this first year of teaching is also a time of learning, change, and development for literacy teachers (Broemmel & Swaggerty, 2017; Hopkins & Spillane, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Small Moves: New Teachers’ Perceptions of Authoritative Discourse

Lambert

Myers

Howard

et al. 2023

Journal of Literacy Research

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Novice teachers experience language about literacy instruction from a variety of sources. This longitudinal case study uses Bakhtin’s notions of authoritative and internally persuasive discourse to consider how four novice teachers negotiated messages regarding literacy instruction from the conclusion of preservice education through their first 2 years of teaching. Although the challenges of the initial years of teaching have been studied, limited attention has been given to the ways in which novice teachers negotiate and take up language about literacy instruction within their school contexts. Interviews and email journals were used as data sources. Findings reveal that novice teachers perceived authoritative discourse from curricula, programs and assessments, and instructional expectations of administrators or senior colleagues. Participants accessed internally persuasive literacy discourses through questioning, supplementing, and changing literacy programs they perceived as required by authorities. Implications for teacher educators, researchers, and school personnel are discussed.

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“…Literacy leaders must be aware of the challenges, conflicts, and constraints associated with teaching and have a well‐developed repertoire of strategies with which to handle micro‐politics productively. With this in mind, literacy leaders must also be skilled in establishing and maintaining a supportive network of professional relationships among colleagues to contend with the cognitive and affective demands associated with teaching (Broemmel & Swaggerty, ; Tang et al., ).…”

Section: Overview Of Relevant Literaturementioning

confidence: 99%

Are We Preparing Teachers for Literacy Leadership?

Sharp¹,

Piper²,

Raymond³

2018

The Reading Teacher

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All teachers must be literacy leaders in their classrooms and schools. Recent concerns surrounding teacher quality and literacy teacher preparation prompted the current inquiry, which examined the diverse ways in which literacy teacher educators cultivate literacy leadership among preservice teachers. The authors used a one‐shot qualitative research design and applied understandings related to distributed leadership and teacher leadership as theoretical lenses. Sixty‐five respondents participated in the current inquiry, and data were analyzed using a three‐level classification diversity analysis. Three themes emerged during data analysis: Two addressed specific preparation techniques for literacy leadership that occurred in university contexts and community and professional contexts, and the third drew attention to the inadequacy of preparation efforts with literacy leadership. A discussion of findings for each theme is provided, as well as implications and recommendations for literacy teacher educators and teacher preparation program administrators.

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“I’ve Tried and I’ve Died This Year”: First-Year Teachers Reflect on Literacy Reform

Cited by 5 publications

References 10 publications

Institutional Performativity Pressure and First-Year Teachers

Institutional Performativity Pressure and First-Year Teachers

Small Moves: New Teachers’ Perceptions of Authoritative Discourse

Are We Preparing Teachers for Literacy Leadership?

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