Learning from Research on Beginning Teachers

Ávalos, Beatrice

doi:10.1007/978-981-10-0366-0_13

Cited by 27 publications

(24 citation statements)

References 79 publications

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“…Moreover, it appears to be relevant to prevent NQTs from leaving the profession, in the first three to four years after their initial training (Jones, 2003), due to stress, burnout, depression and other psychological symptoms, as has been highlighted by studies carried out in the UK (Smithers & Robinson, 2003), Australia (Stoel & Thant, 2002), the USA (Ingersoll & Smith, 2003;Smith & Ingersoll, 2004), and other countries (OECD, 2005) (cf. Avalos, 2016;Kutsyuruba et al, 2016). Definitely, research reveals the importance of having support from the school management and colleagues in view of a positive job satisfaction (Avalos, 2016;Day, Sammons, Stobart, Kington, & Gu, 2007;Kessels, 2010).…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Prospective Teachers’ Views Regarding Teacher Identity via Metaphors

Karabay¹

2016

EJER

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This study investigated the impact of a Critical Friends Group (CFG), an inquiry-based professional development model, on Turkish EFL teachers. It was acknowledged that short-term workshops did not provide opportunities for teachers to make connections between the theory presented and the implications that it had for classroom teaching. CFG model accompanied with protocols was thought to be a practical and efficient way of professional development.

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Section: Introductionmentioning

confidence: 99%

An Investigation of Prospective Teachers’ Views Regarding Teacher Identity via Metaphors

Karabay¹

2016

EJER

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“…With regard to the second of the research questions, teachers continue to represent a key factor in facilitating or hindering their professional learning processes (Avalos, 2016). Resilient behaviours and emotional feelings made up a second constellation of motivating or discouraging forces that we locate within the intensely emotional dimension that permeates teacher training (Kelchtermans & Deketelaere, 2016).…”

Section: Discussionmentioning

confidence: 99%

Classical Myth in the University: A Contribution to Professional Teacher Development

Gomis¹,

Martínez²,

Cabezas³

2018

IES

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The use of Classical Greek myth as a narrative and metaphorical tool can contribute to the construction of a professional teaching identity. Adopting a biographical narrative approach, the present study sought to assess this contribution in a group of teacher and researcher trainees undertaking a postgraduate university course. The construction of personal narratives used for collective interpretation by the participants that generated them was analysed and interpreted in relation to the development of teacher professionalism. Our findings show the effective activation of metacognitive processes in order to rethink teacher professionalism from a narrative point of view. Using the structure and content of Classical myths as a scaffold, participants established valuable reflections on crucial aspects of teaching, identifying personal achievements and conquests as well as fears and insecurities. The structures latent in myth provided an effective framework with which to project and identify at least three hermeneutical themes—symbolism, function and structure—that form constituent elements of professional identity and are not only intertwined but are also constituted within a community of practice. Thus, Greek myths continue to offer an interesting cognitive and emotional scaffold that contributes to teacher professionalism, facilitating the formulation of a reflective, collaborative and personal meaning of identity which brings together personal teaching experiences and knowledge and is necessarily shared with the surrounding community of practice.

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“…El profesorado en su formación pasa por diferentes etapas que no concluyen con la formación universitaria, sino que se inscriben en un proceso más largo de desarrollo profesional, con continuidades y cambios (Huberman, 1989;Tardif, 2004;Vaillant y Marcelo, 2015;Marcelo, 2009;Ávalos, 2016;Murray, 2014Murray, , 2016. Desde hace décadas se han generado programas de acompañamiento para apoyar la transición del ser estudiante a ser profesor; muchos de cuales buscan evitar las altas tasas de deserción de profesores jóvenes egresados que, tras años de formación universitaria se encuentran inmersos en un ambiente frío, de aislamiento y de códigos, que la mayor parte de las veces no conocen (Fullan, 2012).…”

Section: Los Límites De La Formación Tradicionalunclassified

Experiencias y saberes pedagógicos de docentes en el comienzo del oficio educativo: una indagación narrativa*

et al. 2020

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RESUMEN Este artículo explora experiencias, tensiones y saberes de cinco docentes en el comienzo del oficio educativo para interrogar, mediante la metodología de indagación narrativa, el significado de las vivencias y el saber cultivado, desde el entendimiento de que la formación docente no concluye en la universidad y que los docentes viven un periodo de tanteo marcado por tensiones con la realidad educativa que les empuja a la búsqueda de un modo propio de ser docente. Los resultados muestran sus vicisitudes vividas en torno a la relación con el otro (el estudiante) y con el saber (la materia), donde la relación educativa (relación de alteridad entre profesor, estudiante y saber) aparece como un tema esencial, ensanchando la complejidad epistémica del saber pedagógico, evidenciando los límites de la formación académica tradicional y restituyendo a la experiencia vivida como lugar privilegiado en la construcción de un saber profesional.

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Learning from Research on Beginning Teachers

Cited by 27 publications

References 79 publications

An Investigation of Prospective Teachers’ Views Regarding Teacher Identity via Metaphors

An Investigation of Prospective Teachers’ Views Regarding Teacher Identity via Metaphors

Classical Myth in the University: A Contribution to Professional Teacher Development

Experiencias y saberes pedagógicos de docentes en el comienzo del oficio educativo: una indagación narrativa*

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