Beginning Teachers' Responses to Education Reform Agendas

Autor/in	Adoniou, Misty
Titel	Beginning Teachers' Responses to Education Reform Agendas
Quelle	In: School Leadership & Management, 36 (2016) 1, S.80-95 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2016.1160212
Schlagwörter	Beginning Teachers; Teacher Response; Educational Change; National Standards; Literacy; Teaching Methods; Accountability; Teaching Experience; Elementary School Teachers; Interviews; Classroom Observation Techniques; Online Surveys; Transcripts (Written Records); Expectation; Teacher Attitudes; Beliefs; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerkommentar; Bildungsreform; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Verantwortung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Expectancy; Erwartung; Lehrerverhalten; Belief; Glaube; Ausland; Australien
Abstract	National education reform agendas are increasingly prevalent in school systems around the world. Whilst we have a substantial body of research exploring the ways in which schools manage change agendas, there is less discussion of the impacts these agendas may have on beginning teachers and their retention in the profession. Here I report on a study of 14 beginning teachers at a time when two major reforms were being introduced--national standardised literacy teaching and the public reporting of those results. I describe the ways in which these reforms were experienced by the teachers and discuss the implications for school leaders seeking to support beginning teachers in their schools. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01