The Newly Qualified Teacher in the Working Community

Autor/in	Nyman, Tarja
Titel	The Newly Qualified Teacher in the Working Community
Quelle	In: Teacher Development, 18 (2014) 4, S.466-481 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-5120
DOI	10.1080/13664530.2014.947436
Schlagwörter	Foreign Countries; Second Language Instruction; Language Teachers; Beginning Teachers; Females; Teaching Experience; Faculty Development; Expertise; Barriers; Essays; Journal Writing; Collegiality; Teacher Attitudes; Longitudinal Studies; Qualitative Research; Discourse Analysis; Finland + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Junior teacher; Junglehrer; Weibliches Geschlecht; Expert appraisal; Essay; Aufsatzunterricht; Zeitschriftenaufsatz; Kollegialität; Lehrerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Qualitative Forschung; Diskursanalyse; Finnland
Abstract	Focusing on the working community, this article concentrates on the newly qualified foreign language teachers' (NQT) experiences and on factors that promoted or prevented the development of professional expertise at the outset of their working life. It draws on a qualitative longitudinal study conducted at the University of Jyväskylä, Finland, between 2003 and 2008. All the study participants were female and they were about 24 years old at the time. The data consisted of the NQTs' essays and journal entries which they wrote on events that had a significant impact on their teaching during their first three to four years of work. The study suggests that by listening to the NQTs' voices in the working community, it is possible to increase our understanding of the conditions of the newcomers' professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10