NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1015926
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0002-4805
Consistencies between New Teachers' Beliefs and Practices and Those Grounding Their Initial Teacher Education Program
Towers, Jo
Alberta Journal of Educational Research, v59 n1 p108-125 Spr 2013
This paper discusses the experiences of beginning teachers as they navigated their first seven years in the profession. Drawing on data from a research study that charted these teachers' experiences during and after their initial teacher education program, I reveal that although the participants' teaching contexts varied considerably, patterns emerged in the ways in which they articulated their roles, practices, commitments, and identities as teachers, and these were consistent with the grounding philosophy and principles of the participants' initial teacher education program. The findings suggest that some new teachers can and do resist the discursive pressures of the field (e.g., those promoting traditional, behaviourist approaches) and that connections can be made between these teachers' resistance and their initial teacher education program.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A