Being a Secondary English Teacher in New Zealand: Complex Realities in the First 18 Months

Autor/inn/en	Lovett, Susan; Davey, Ronnie
Titel	Being a Secondary English Teacher in New Zealand: Complex Realities in the First 18 Months
Quelle	In: Professional Development in Education, 35 (2009) 4, S.547-566 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
Schlagwörter	Self Efficacy; Foreign Countries; Specialists; English Teachers; Beginning Teacher Induction; Beginning Teachers; Pedagogical Content Knowledge; Specialization; Teacher Education; Faculty Development; Interviews; Professional Personnel; Identification; Self Concept; Secondary School Teachers; Socialization; New Zealand + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Ausland; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Pädagogische Kompetenz; Arbeitsteilige Spezialisierung; Lehrerausbildung; Lehrerbildung; Interviewing; Interviewtechnik; Personalbestand; Identifikation; Identifizierung; Selbstkonzept; Socialisation; Sozialisation; Neuseeland
Abstract	This paper focuses on the experiences of a group of beginning secondary school English teachers involved in "Making a Difference", a national New Zealand study of the influence of initial teacher education and beginning teacher induction on teachers' early development as professionals. Rich data drawn from three rounds of interviews with beginning teachers highlight the challenges faced by beginning subject-specialist teachers in secondary school contexts. The focus is on how such teachers balance their need to be confident in their curriculum knowledge and at the same time devise strategies to engage diverse learners at all levels. Data from four case studies highlight the challenges and complex realities experienced by beginning teachers as they move from 'surviving to thriving' (or not) as specialist-subject teachers, how these teachers continued to develop sound curriculum and pedagogical content knowledge in their specialism area beyond their initial training year, and the in-school factors that contributed most to their developing self-efficacy, identity and socialization into the profession. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10