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ERIC Number: EJ1004905
Record Type: Journal
Publication Date: 2013
Pages: 23
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-0003-1003
What Happens when First Year Teachers Close Their Classroom Doors? An Investigation into the Instructional Practices of Beginning Teachers
Smeaton, Patricia S.; Waters, Faith H.
American Secondary Education, v41 n2 p71-93 Spr 2013
This study provides a picture of the instructional practices of a selected sample of first year secondary teachers in two rural school districts with large at-risk student populations. The instructional practices of the beginning teachers were compared to the curriculum of the research-based teacher preparation program by which all were trained. The factors that supported or impeded the teachers' attempts to practice effective instruction were investigated. The study confirmed that the beginning teachers practiced much of what was taught though there were some incongruities. The study found that, despite being trained in multiple methodologies, the first year teachers predominately used direct instruction. The teachers indicated that teaching in several rooms, having multiple preparations, and having only classes with struggling learners compounded the challenges of first year teaching. They recommended that the teacher preparation program include extended field experiences with challenging learners and that the school administrators provide logistical support and more comprehensive mentoring for new teachers. They also suggested that the preparation program include instruction in collaborative teaching with other professionals and preparing students for high-stakes tests. (Contains 3 tables.)
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A