"Learning Together, Shaping Tomorrow": New Teachers Try New Ways

Autor/inn/en	Cooper, Maxine; Stewart, Joan
Titel	"Learning Together, Shaping Tomorrow": New Teachers Try New Ways
Quelle	In: Research in Comparative and International Education, 4 (2009) 1, S.111-123 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2009.4.1.111
Schlagwörter	Beginning Teachers; Professional Development; Teacher Effectiveness; School Culture; Elementary School Teachers; Foreign Countries; Beginning Teacher Induction; Educational Objectives; Educational Principles; Program Descriptions; Teacher Persistence; Case Studies; Labor Turnover; Australia + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulkultur; Schulleben; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Educational objective; Bildungsziel; Erziehungsziel; Bildungsprinzip; Case study; Fallstudie; Case Study; Australien
Abstract	Teacher induction programs provide the critical support that new teachers need as they move from university teacher education studies to the everyday realities of teaching. Newly Qualified Teachers (NQTs) work through a range of new and challenging experiences as they explore their sense of themselves as professionals. Their identities are being constantly constructed and reconstructed as they work through their subjective experience of being a teacher and the objective structures of the wider educational field of the classroom, school and the local community. A high percentage of NQTs leave the teaching profession within the first 5 years of beginning teaching as they grapple with and succumb to the challenges caused by a number of stressors they encounter. New teachers frequently become dissatisfied with the outcomes of their work and decide that they are unsuited to teaching and leave the profession. This article is based on a study of beginning teachers in two Australian states. The focus is on multiple ways to meet the needs of new teachers to establish their professional identity within the context of a community of learners and to value diversity and complexity in the professional community. Key issues addressed included: teacher induction and quality teaching, changing school cultures and the culture of professional learning, teacher learning and responding to changes in the wider community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10