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ERIC Number: ED417170
Record Type: Non-Journal
Publication Date: 1998-Jan-8
Pages: 20
Abstractor: N/A
Reference Count: N/A
Growing Teaching Professionals: Lessons Taught by First-Year Teachers.
Gratch, Amy
During the 1994-1995 school year, this study examined beginning teacher-mentor relationships and broader socialization experiences in North Carolina. Ten beginning K-8 teachers completed interviews at five points throughout the school year. At least two teachers (in addition to the beginning teacher) and one administrator from each school completed interviews. Teachers were asked to periodically give feedback on the researcher's interpretation of their transcribed interviews. Participants voiced problems commonly found in research on beginning teachers. During the first 2 months of school, the beginning teachers mentioned concerns related to classroom discipline, time management, getting sufficient materials, organizing the classroom, dealing with parents, daily scheduling and planning, paperwork, motivating students, and meeting individual students' needs. Analysis of final interviews with mentors and beginning teachers revealed that two of the beginning teachers were more effective in their work than the other eight. Their success involved collegiality and autonomy. Both successful teachers had preparation programs where they spent significant times in schools early on. They described peer support groups connected to early field experiences. Both had positive, long-term relationships with cooperating teachers. (SM)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A