Don't Let Me Forget the Teacher I Wanted to Become

Autor/in	Adoniou, Misty
Titel	Don't Let Me Forget the Teacher I Wanted to Become
Quelle	In: Teacher Development, 20 (2016) 3, S.348-363 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2016.1149510
Schlagwörter	Elementary School Teachers; School Support; Alignment (Education); Mentors; Beginning Teacher Induction; Self Efficacy; Interviews; Online Surveys; Questionnaires; Teaching Experience; Educational Practices; Supervisory Methods; Teacher Effectiveness; Teacher Persistence; Foreign Countries; Observation; Preservice Teachers; Australia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulförderverein; Self-efficacy; Selbstwirksamkeit; Interviewing; Interviewtechnik; Fragebogen; Bildungspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Beobachtung; Australien
Abstract	This article reports findings from a study of 14 beginning teachers in their first year of teaching in primary schools. By the end of the first year, half were reconsidering their long-term commitment to teaching. The study found they were considering leaving because they were struggling to be the teachers they had envisaged being. One reason for this was the lack of alignment between the supports offered to them, and their own visions of good teaching. The consequences of misaligned supports for beginning teachers are discussed, along with suggestions for the ways in which mentoring and induction programs can better support beginning teachers to be the teachers they wish to be. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01