A Novice Teacher's Beliefs about Socially Just Teaching: Dialogue of Many Voices

Autor/in	Chubbuck, Sharon M.
Titel	A Novice Teacher's Beliefs about Socially Just Teaching: Dialogue of Many Voices
Quelle	In: New Educator, 4 (2008) 4, S.309-329 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
Schlagwörter	Beginning Teachers; Social Justice; Teacher Educators; Theory Practice Relationship; Case Studies; Urban Education; Teaching Styles; Teaching Experience; Reflective Teaching; Holistic Approach; Anxiety; Self Concept; Professional Personnel; Identification; Self Efficacy; Beginning Teacher Induction; Teacher Student Relationship; Teacher Persistence + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Soziale Gerechtigkeit; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Theorie-Praxis-Beziehung; Case study; Fallstudie; Case Study; Stadtteilbezogenes Lernen; Lehrstil; Unterrichtsstil; Holistischer Ansatz; Angst; Selbstkonzept; Personalbestand; Identifikation; Identifizierung; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This case study explores the reality shock experienced by a White novice teacher, committed to socially just teaching, in her first year in an urban context. The apparently successful novice held three beliefs about her practice and herself: that socially just teaching was a holistic practice; that it could and should be done "right"; and that, based on her previous levels of success, she should be able to succeed in implementing this practice. These beliefs, derived from various voices and interacting in ongoing dialogue, produced negative effects in the teacher. Implications for teacher educators preparing novice teachers are given. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10