The Challenges of Beginning Teachers in Urban Primary Schools

Autor/inn/en	Gaikhorst, Lisa; Beishuizen, Jos; Roosenboom, Bart; Volman, Monique
Titel	The Challenges of Beginning Teachers in Urban Primary Schools
Quelle	In: European Journal of Teacher Education, 40 (2017) 1, S.46-61 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2016.1251900
Schlagwörter	Beginning Teachers; Elementary Schools; Urban Schools; Teacher Education; Urban Teaching; Foreign Countries; Teacher Orientation; Socioeconomic Status; Elementary School Teachers; Elementary School Students; Semi Structured Interviews; Qualitative Research; Research Methodology; Cultural Background; Urban Environment; Netherlands + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementary school; Grundschule; Volksschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerausbildung; Lehrerbildung; Urban education; Stadtteilbezogenes Lernen; Ausland; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Socio-economic status; Sozioökonomischer Status; Qualitative Forschung; Research method; Forschungsmethode; Stadtökologie; Niederlande
Abstract	This study provides insight in the variety of urban-related challenges that beginning teachers experience in urban schools. Literature on urban teaching focuses on teaching children from low socio-economic status (SES) and/or culturally diverse backgrounds. In many European cities, however, schools are populated by both children from relatively high and from low-SES backgrounds. This study examined the problems and challenges of beginning teachers in Dutch urban primary schools. Teachers were interviewed at schools with different student populations. Results showed that, although many of the challenges that beginning teachers experienced concern the same themes, their actual manifestation differed related to schools' student populations. For instance, the problem of "parental contact" referred to both the extreme involvement and demands of highly educated wealthy parents at some schools and the diverse backgrounds of parents at other schools. Results of the study can be used to develop adequate preparation and support for beginning urban teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01