ERIC Number: ED359169
Record Type: RIE
Publication Date: 1992-Jul
Reference Count: N/A
Learning from the First Years of Classroom Teaching: The Journey In, the Journey Out. NCRTL Special Report.
Beginning teachers' learning is complex and personal: they learn about themselves as teachers; they fight with newly revealed selves endeavoring to change; and they engage in a struggle that is both emotional and intellectual. This report presents narratives, based on both journals and taped conversations, of the learning experiences of six novice teachers who participated in Beginning Teacher Study Groups; it also presents a smaller, but still significant number of stories from the narrative literature on teaching: published nonfiction accounts of teaching written by teachers themselves. Stories are useful for understanding the sense teachers make of things that happen--ways in which they make sense of a stream of crises and demands; and also for describing possible avenues for teacher learning including learning to move away from absorbing school norms simply by "osmosis," perhaps by glimpsing one's behavior through the eyes of a colleague and thus becoming able to make more conscious choices; juxtaposing old advice and new experience; and struggling with teaching problems. The document concludes with a discussion of 5-year teacher education programs which present opportunities for beginning teachers to continue their connection with a university through an internship year. (Contains 25 references.) (LL)
Descriptors: Beginning Teachers, Classroom Techniques, College Role, Elementary Secondary Education, Group Discussion, Higher Education, Inservice Teacher Education, Learning Experience, Personal Narratives, Preservice Teacher Education, Problem Solving, Self Concept, Teacher Attitudes, Teaching Experience
National Center for Research on Teacher Learning, Michigan State University, 116 Erickson Hall, East Lansing, MI 48824-1034.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.