"Coming into My Own as a Teacher": Identity, Disequilibrium, and the First Year of Teaching

Autor/in	Cook, Jennifer S.
Titel	"Coming into My Own as a Teacher": Identity, Disequilibrium, and the First Year of Teaching
Quelle	In: New Educator, 5 (2009) 4, S.274-292 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
Schlagwörter	Beginning Teachers; English Teachers; Teaching Experience; Phenomenology; Reflective Teaching; Interviews; Teacher Role; Teacher Influence; Teacher Student Relationship; Group Dynamics; Personal Space; Barriers; Adjustment (to Environment); Massachusetts; New York + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Gruppendynamik; Intimsphäre; Master-Studiengang
Abstract	This study examines the experiences of ten first-year English teachers in various school contexts in two Northeastern states. Through a phenomenological approach to in-depth interviewing, teachers were interviewed at the end of their first year of teaching. Commonalities in teachers' experiences include former teachers' influences on their teacher personae, negotiating their authoritative role in the classroom, understanding how and why to set boundaries with students, and demonstrating resilience and resolve in the face of multiple challenges. Implications for teacher education and induction programs are to address the disequilibrium of the self in early teaching experiences and to model habits of mind that promote "productive disequilibrium." (Contains 1 table.) (As Provided).
Anmerkungen	City College of New York, The School of Education. Convent Avenue at 138th Street, New York, NY 10031. Tel: 212-650-5182; Fax: 212-650-5182; Web site: http://www1.ccny.cuny.edu/prospective/education/theneweducator/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10