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ERIC Number: ED377156
Record Type: Non-Journal
Publication Date: 1994-Jul-4
Pages: 22
Abstractor: N/A
Reference Count: N/A
The Idiosyncratic Nature of Beginning Teaching: Reaching Clearings by Different Paths.
Nimmo, Graham; And Others
This study examined the enculturation process experienced by two beginning teachers during their first year of teaching in Queensland (Australia) secondary schools, focusing on teacher socialization and teacher development. Data were gathered using participant observation, verbalized thinking, and in-depth interviews. Data were analyzed by isolating both common and different experiences of the two participants and attempting to account for them in terms of developmental "stage" theories and the personal and situational factors which influenced the participants' development. Significant issues confronting the two teachers included: maintenance of efficient professional practice in the face of heavy clerical and extracurricular pressures and poor health; maximization of teacher development opportunities; tensions created by conflicting demands of background and practice; lack of a contextually oriented classroom management plan; and the isolated nature of teaching. The development of both teachers seemed to follow less a "staged" pattern than a "rhythmic" pattern. Neither teacher began in survival mode and then progressed to "advanced beginner" or "mastery." One remained in survival mode for the duration of her first year of teaching; the other began teaching as an advanced beginner and found herself struggling to survive in response to personal and situational factors. (Contains 24 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia