The Teacher's First Year: Implications for Teacher Educators

Hitz, Randy; Roper, Susan Stavert

doi:10.1080/01626620.1986.10519306

Cited by 13 publications

(4 citation statements)

References 4 publications

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“…Fuller's (1969) approach in her seminal study of student teacher concerns was extended to beginning teachers by researchers such as Burke and Notar (1985), Hitz and Roper (1986), and McCahon and Carpenter (1987). In keeping with a caring, humanistic viewpoint, much ofthe attention given by researchers to beginning teachers has focused on identification of their problems, concerns and needs.…”

Section: The Literaturementioning

confidence: 99%

Teacher Induction Revisited

Martinez

1994

Australian Journal of Education

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Four beginning teachers' experiences of induction programs in Queensland secondary schools are described. Interviews with principals and other senior teachers indicated keen and sympathetic awareness of the complexities of entry into teaching. The beginning teachers of the study complained that induction programs offered were inadequate, inappropriate, or both. These research findings are discussed in terms of the research literature and current official policy on induction in Queensland. It is argued that current induction programs are based for the most part on a deficit model of beginning teachers. Recommendations are made for further research in two main areas: critical examination of teacher induction, the term itself, its purpose and underlying theoretical assumptions; and context-specific studies of programs of support for new teachers.

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Section: The Literaturementioning

confidence: 99%

Teacher Induction Revisited

Martinez

1994

Australian Journal of Education

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“…For this research, the authors chose to examine developmental stages. Numerous researchers have examined developmental stage differences of teachers (Fuller and Brown, 1975;Hall and Jones, 1976;Pataniczek, 1978;Hunt and Michael, 1985;Cruickshank and Callahan, 1983;Hitz and Roper, 1986;and Smith and Sanche, 1993). From these theoretical frameworks, the developmental stages of teachers as they relate to a specific training program were operationalized in an assessment instrument that has been used over the past two decades.…”

Section: The Study's Data Collection Instrumentmentioning

confidence: 99%

Learning Across A Lifetime of Learning: Stages of Teacher Development

Runyan¹,

Brown²,

Fehrenbach³

et al. 2014

The Advocate

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This study presents a conceptual framework for examining the developmental stages of teachers and illustrates the differences found in student teachers as they develop. The research illustrates how by assessing a teacher candidate's own perception of importance, mastery, and desire to improve, an instrument can be used to prioritize needs at different points of a teacher's career as well as identify stages of development. The statistical data, analysis, and interpretation of a study utilizing the Teacher Need Assessment Questionnaire (TNAQ) with teacher candidates is displayed.

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“…Cliques with different interests exist, and the colleagues' willingness to support and acknowledge the new teacher varies from one school system to the next (McLaughlin, 1991). The beginning teacher's difficulties regarding interrelationships with his colleagues have been widely discussed in the literature (Brock & Grady, 1997;Chubbuck, Clift, Allard, & Quinlan, 2001;Covert, Williams, & Kennedy, 1991;Hitz & Roper, 1986;Putz, 1992;Vonk, 1993). The importance of the reflection and support the young teacher receives from his colleagues has been discussed in the literature (Chubbuck, Clift, Allard, & Quinlan, 2001).…”

Section: The Difficulties Of the Beginning Teachermentioning

confidence: 99%

Difficulties Experienced by the Arab Teacher during His First Year of Teaching as a Result of Personal and Organizational Variables

Ilaiyan

2013

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This pioneer study deals with difficulties faced by the beginning Arab teacher. The theoretical framework of the research is based on Veenman's (1984) analysis, which indicates 24 difficulties faced by the beginning teacher. These difficulties have been classified into eight categories ranked in order of importance. The study seeks to identify the difficulties experienced by the beginning Arab teacher during his first year of teaching and to predict his future dissatisfaction with teaching based on those difficulties. The questionnaire drafted especially for this study was completed by 130 participants (beginning teachers). The responses were analyzed, yielding six factors of difficulty. The findings indicate difficulties involving: 1) the interpersonal communication between beginning Arab teachers on the one hand and both students and parents on the other, 2) overload, 3) didactic and disciplinary knowledge, 4) support and recognition, 5) organizational climate (school culture), and 6) satisfaction. We examined the correlation between the beginning Arab teacher's difficulties and his dissatisfaction with his work. The research findings reveal that the organizational climate (school culture) and overload factors significantly affect the satisfaction variable. With regard to the relation between the beginning Arab teacher's general background characteristics and his difficulties in the first year, the background variable, specialization, was found to affect the factors of difficulty.

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The Teacher's First Year: Implications for Teacher Educators

Cited by 13 publications

References 4 publications

Teacher Induction Revisited

Teacher Induction Revisited

Learning Across A Lifetime of Learning: Stages of Teacher Development

Difficulties Experienced by the Arab Teacher during His First Year of Teaching as a Result of Personal and Organizational Variables

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