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ERIC Number: ED550975
Record Type: Non-Journal
Publication Date: 2012
Pages: 189
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-1531-9
ISSN: N/A
Beyond Standards: Lived Experiences of New Teachers Entering into the Educational Environment from Schools of Education
Harris, Del-Voda Antonio, Jr.
ProQuest LLC, Ph.D. Dissertation, Capella University
In order to understand the lived experiences of new teachers in the education profession, schools and districts need to understand the perceptions and experiences of new teachers and compare those experiences with the recommended approaches for new teachers in the education profession. This study, using a phenomenological qualitative approach, examined the components and lived experiences of ten new teachers who have entered into the educational environment from schools of education with less than five years of classroom teaching experience. This study looked at what it means to be a new teacher in the classroom today, how funding and school budgets affect how new teachers approach educating students, and the types of professional development, mentoring or training that new teachers believe they need to effectively educate students in the classroom. An in-depth interview strategy was used for data collection because it allowed the participants to reflect on past, current, and relevant experiences in detail for the research being conducted. The one-on-one, in-depth interviews sought to engage the participants in conversations that would encourage responses that revealed meanings of the participants' new teacher experiences in the education profession. The discussion summarizes the findings, presents conclusions, offers recommendations, and discusses implications on the lived experiences of new teachers in the education profession. The findings of this study confirmed that the lived experiences of new teachers had both a positive and negative effect on how they performed in the classroom and how they approached educating students in the classroom. The study is a step up in the effort to assist schools and districts in better understanding the lived experiences of new teachers in the education profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A