Perceived Problems of Beginning Teachers

Veenman, Simon

doi:10.2307/1170301

Cited by 135 publications

(215 citation statements)

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“…Teaching has often been characterized as an occupation with high levels of attrition, especially among beginners (see, for example, Veenman, 1984;Darling-Hammond & Sclan, 1996; Organisation for Economic Co-operation and Development, 2005;Guarino et al, 2006). Consequently, researchers have shown considerable interest in the induction phase of teachers (see, for example, Lortie, 1977;Gold, 1996).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Two Profiles of Teacher Education Graduates: A Discriminant Analysis of Teaching Commitment

Rots

Aelterman

2008

European Educational Research Journal

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Although several studies have confirmed the importance of teaching commitment for beginning teachers' retention in the profession, research on the factors that enhance the teaching commitment of teacher education graduates is scarce. The purpose of the current study is thus to identify the predicting factors that distinguish teacher education graduates with a low level from those with a high level of teaching commitment. Four categories of predicting variables were distinguished: (1) personal characteristics (sex, personality); (2) initial motivation for teaching; (3) teacher education (type of teacher training, graduation degree, preparedness for teaching, faculty support and mentor support); and (4) integration into teaching (teacher efficacy and professional orientation). The results suggest that graduates with a low level of teaching commitment can be reliably distinguished from graduates with a high level of commitment by the personality factor 'conscientiousness', the type of teacher training, their initial motivation for teaching, their views of their teacher education (in terms of preparation for teaching, faculty support and mentor support) and their teacher efficacy. As such, the findings of this study have important implications for teacher education since the results confirm the importance of teacher education for the teaching commitment of graduates.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Two Profiles of Teacher Education Graduates: A Discriminant Analysis of Teaching Commitment

Rots

Aelterman

2008

European Educational Research Journal

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“…Thus, it seeks to answer the following research question: what are the problems perceived by accounting professors in Brazil during each phase of the professional life cycle? The data collection instrument was constructed based on the life cycles proposed by Huberman (2000) and the problems identified by Veenman (1984) and validated by a committee of experts (Delphi technique). The sample consisted of 574 Brazilian professors.…”

Section: Introductionmentioning

confidence: 99%

“…According to Veenman (1984), integrating existing studies on professors' concerns over time with a study on the problems perceived by professors in the various phases of their professional life cycles may help teacher training programs to choose more appropriate content and strategies. In the accounting field, such studies are even more relevant due to the lack of studies of this nature, because no study with a specific focus on life cycle and problems faced by accounting professors has been identified in the literature.…”

Section: Introductionmentioning

confidence: 99%

“…Another important aspect of teacher education is to understand the main problems that affect teaching. The Veenman (1984) study is another education literature classic because the author identifies teachers' main problems in several countries as described by studies published between 1960 and 1984. Although these two authors focused more closely on teaching at the primary and secondary levels, their findings can provide important insights into teaching at higher levels.…”

Section: Introductionmentioning

confidence: 99%

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Perceived Problems of Being an Accounting Teacher

Araújo

Lima

Oliveira

et al. 2015

Rev. contab. finanç.

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This study aims to identify the primary problems faced by accounting professors both upon entry into the profession and during later phases. Thus, it seeks to answer the following research question: what are the problems perceived by accounting professors in Brazil during each phase of the professional life cycle? The data collection instrument was constructed based on the life cycles proposed by Huberman (2000) and the problems identified by Veenman (1984) and validated by a committee of experts (Delphi technique). The sample consisted of 574 Brazilian professors. The results indicate that the main problems faced by professors were the following: "lack of student motivation"; "heterogeneous classes"; "amount of administrative work"; "very large class size"; and "lack of time". It was also found that these problems tend to be the same during all phases of the professorial life cycle. However, these problems are more intense upon entry into the career; their importance decreases in each phase. It was also found that professors working for public versus private institutions confronted different problems. The large amount of administrative work and the lack of guidance by the higher education institution (HEI) are typical problems of public institutions. The degree level achieved by professors is also sensitive to the type of problems that they face. In other words, the lack of opportunities for additional training, the lack of HEI guidance, and the knowledge of academic standards are issues that most directly affect professors with lower professional degrees, whereas the lack of time and the large amount of administrative work are problems faced with greater intensity by professors with higher degrees.

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“…Y esto es una creencia equivocada. Coincido, a este respecto, con lo que formuló Veenman (1984: 167) al argumentar que:…”

Section: La Innovación Secaunclassified

Reflexiones surgidas del Máster de Secundaria en torno a demandas innovadoras de la educación lingüística

Vez

2011

attic

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Reflexiones surgidas del Máster de Secundaria en torno a demandas innovadoras de la educación lingüística Resumen Las reflexiones sobre innovación en la educación lingüística que se desgranan en este artículo están directamente extraídas de mi experiencia académica, corta pero intensa, durante el trabajo desarrollado con mi alumnado de la especialidad de Lenguas y Literaturas del Máster en Profesorado de Educación Secundaria en la asignatura común a los itinerarios de las diferentes procedencias filológicas denominada Innovación docente e iniciación a la investigación educativa. Son reflexiones que incluyen, también, las ricas percepciones que me han aportado las alumnas y alumnos participantes en las dos ediciones de este curso de postgrado en mi universidad.Palabras clave: innovación, conocimiento profesional, educación lingüística Resum Les reflexions sobre innovació en educació lingüística que es desgranen en aquest article estan directament extretes de la meva experiència acadèmica, curta però intensa, durant el treball desenvolupat amb el meu alumnat de l'especialitat de Llengües i Literatures del Màster en Professorat d'Educació Secundària en l'assignatura comuna als itineraris de les diferents procedències filològiques anomenada Innovació docent i iniciació a la investigació educativa. Són reflexions que inclouen, també, les riques percepcions que m'han aportat les alumnes i alumnes participants en les dues edicions d'aquest curs de postgrau a la meva universitat.Paraules clau: innovació, coneixement professional, educació lingüística AbstractThe insights on innovation in language education presented here were gained from my academic involvement, short but intense, while working with my students in Teaching innovation and initiation to educational research, a subject common to the different language tracks in the Master of Secondary School Teacher Education in Languages and Literatures. This collection of ideas also includes the contributions made by the students who took part in the two editions of this postgraduate course at my university.

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Perceived Problems of Beginning Teachers

Cited by 135 publications

References 0 publications

Two Profiles of Teacher Education Graduates: A Discriminant Analysis of Teaching Commitment

Two Profiles of Teacher Education Graduates: A Discriminant Analysis of Teaching Commitment

Perceived Problems of Being an Accounting Teacher

Reflexiones surgidas del Máster de Secundaria en torno a demandas innovadoras de la educación lingüística

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