Beginning Teachers' Challenges in Their Pursuit of Effective Teaching Practices

Autor/in	Confait, Steve
Titel	Beginning Teachers' Challenges in Their Pursuit of Effective Teaching Practices
Quelle	In: Cogent Education, 2 (2015) 1, Artikel 991179 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2014.991179
Schlagwörter	Beginning Teachers; Teacher Effectiveness; Educational Practices; Expectation; Teacher Attitudes; Attitude Change; Student Centered Learning; Evidence Based Practice; Foreign Countries; Social Theories; Ethnography; Case Studies; Curriculum Implementation; Teacher Evaluation; Semi Structured Interviews; Seychelles + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungspraxis; Expectancy; Erwartung; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Gesellschaftstheorie; Ethnografie; Case study; Fallstudie; Case Study; Teacher appraisal; Lehrerbeurteilung; Seychellen
Abstract	This article explores the context and experiences of three beginning teachers in their effort to improve their teaching and to implement and align themselves with their schools' expectations of effective teaching practices. Research findings emerging from a sociocultural-ethnographic framework revealed that participants challenged their own beliefs about effective teaching practices in aligning themselves with their schools' expectations. In complying with routine expectations, they embraced predominantly teacher-centred practices, rather than a student-centred approach. Given the ongoing effort to augment the quality of education in the Seychelles, beginning teachers' implementation of and access to evidenced-based practices could be recognised as part of this endeavour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01