What Happens when First Year Teachers Close Their Classroom Doors? An Investigation into the Instructional Practices of Beginning Teachers

Autor/inn/en	Smeaton, Patricia S.; Waters, Faith H.
Titel	What Happens when First Year Teachers Close Their Classroom Doors? An Investigation into the Instructional Practices of Beginning Teachers
Quelle	In: American Secondary Education, 41 (2013) 2, S.71-93 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	High Stakes Tests; Field Experience Programs; Beginning Teachers; Rural Schools; Direct Instruction; Educational Practices; Secondary School Teachers; At Risk Students; School Districts; Instructional Effectiveness; Teacher Effectiveness; Secondary School Students; Teacher Education; Interviews; Observation; Classroom Techniques; Focus Groups + Suchen Sie Ihr Suchwort? Praxisnahes Lernen; Junior teacher; Junglehrer; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Bildungspraxis; School district; Schulbezirk; Unterrichtserfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Sekundarschüler; Lehrerausbildung; Lehrerbildung; Interviewing; Interviewtechnik; Beobachtung; Klassenführung
Abstract	This study provides a picture of the instructional practices of a selected sample of first year secondary teachers in two rural school districts with large at-risk student populations. The instructional practices of the beginning teachers were compared to the curriculum of the research-based teacher preparation program by which all were trained. The factors that supported or impeded the teachers' attempts to practice effective instruction were investigated. The study confirmed that the beginning teachers practiced much of what was taught though there were some incongruities. The study found that, despite being trained in multiple methodologies, the first year teachers predominately used direct instruction. The teachers indicated that teaching in several rooms, having multiple preparations, and having only classes with struggling learners compounded the challenges of first year teaching. They recommended that the teacher preparation program include extended field experiences with challenging learners and that the school administrators provide logistical support and more comprehensive mentoring for new teachers. They also suggested that the preparation program include instruction in collaborative teaching with other professionals and preparing students for high-stakes tests. (Contains 3 tables.) (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10