Surprising but not shocking: The reality of the first year of teaching

Hagger, Hazel; Mutton, Trevor; Burn, Katharine

doi:10.1080/0305764x.2011.624999

Cited by 31 publications

(27 citation statements)

References 16 publications

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“…Addressing these matters, a substantial number of research were conducted on the multidirectional problems caused by reality shock over the past several decades (e.g., Betts, 2006;Caires, Almeida, & Martins, 2010;Chubbuck, 2008;Haggarty & Postlethwaite, 2009;Hagger, Mutton, & Burn, 2011;Hobson & Ashby, 2012;Horn, 1966). In recent years, studies on reality shock have increasingly been focused on pre-service teachers (Chong, Low, & Goh, 2011;Gibbs, 2002).…”

mentioning

confidence: 99%

The Role of Occupational Concerns on the Reality Shock Expectation

Özdemir

Büyükgöze²

2016

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Reality shock is experienced mostly by novice teachers in transitioning to profession when they are confronted with a gap between what they learned during their education and the reality awaiting them within the early years of their career. Similarly, senior students in teaching programs may have occupational concerns proceeding from not having encountered the profession itself yet. Here, we elaborate on the relationship between reality shock expectation and occupationa l concerns of pre-service teachers. A total of 46 4 Turk ish pre-service tea chers participated. We discovered experiencing reality shock expectation prior to professional life to be significantly predicted by appointment, students/communication, and social/economic concerns. Moreover, there wa s a significant interaction between study major and reality shock expectation of the participants. Overall, we discuss the probable factors triggering reality shock expectation and occupational concerns, and the implications for future research in accordance with similar literature.

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confidence: 99%

The Role of Occupational Concerns on the Reality Shock Expectation

Özdemir

Büyükgöze²

2016

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“…A second possibility is that this program as currently being operated is not completely answering the needs of new teachers and should be improved. This possibility is more realistic than the first given recurrent research findings that reveal the positive impact of induction support on teacher socialization and retention (e.g., Hagger et al, 2011). Additionally their moderate ratings may have been influenced by exposure to alternative sources of support, such as colleagues or in-school professional development activities, that caused them to realize how much more contribution they could have received if the induction program had been of higher quality.…”

Section: Discussionmentioning

confidence: 84%

“…Participants' appraisal of the program and its contribution are likely to be affected by the stage in which the evaluation is carried out. For example Hagger, Mutton, and Burn (2011) carried out a three-year longitudinal study that examined teachers' learning over time. Seventeen student teachers who were recruited to an induction program were examined at the end of pre-service training, at the end of the induction year, and at the end of their second year of teaching.…”

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confidence: 99%

A Retrospective Appraisal of Teacher Induction

Alhija

Fresko²

2016

AJTE

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“…např. Hagger, Mutton & Burn, 2011). Z výzkumů lze dovodit, že šok z reality není třeba dramatizovat, neboť v určité podobě je přirozenou součástí adaptačního procesu.…”

Section: Začínající Učitelé: Pociťované Problémy a Výzvyunclassified

Adaptační období pro začínající učitele

Janík¹,

Wildová²,

Uličná³

et al. 2017

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Z pohledu stávání se učitelem je vstup do profese klíčovým obdobím. Dochází v něm k sebepotvrzení v roli učitele, k uplatnění poznatků ze studia při praktickém vý-konu profese, ke krystalizaci a konsolidaci didaktického repertoáru apod. V tomto období dochází rovněž k počáteční profesní socializaci začínajících učitelů a seznamová-ní se s kulturou školy. Současně jde o období citlivé, neboť učitelé jsou na startu profesní dráhy v plném rozsahu vytíženi téměř všemi učitelskými povinnostmi. Mnohdy zažívají obtížné situace, ve kterých si mohou připa-dat bezradní či frustrovaní. Existuje u nich také značné riziko vyhoření (v českém prostředí srov. např. Kašparová et al., 2014; pro souhrn zahraničních výzkumů např. Píšová, 2005, s. 53). Výsledkem může být, že (dočasně) fungují v režimu prostého "přežití" ve škole, což se však neslučuje s požadavkem 1 Studie vznikla v rámci projektu GA ČR Jaký význam má kontext: objektivní determinanty socializace začínajících učitelů (GA15-12956S). Bude postoupena MŠMT jako podkladový materiál (expertíza) k využití tvůrci kariér-ního systému a standardu učitele. Dále byla studie podpořena Fondem F Pedagogické fakulty MU a MŠMT.

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Surprising but not shocking: The reality of the first year of teaching

Cited by 31 publications

References 16 publications

The Role of Occupational Concerns on the Reality Shock Expectation

The Role of Occupational Concerns on the Reality Shock Expectation

A Retrospective Appraisal of Teacher Induction

Adaptační období pro začínající učitele

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