ERIC Number: EJ1036376
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 69
Schoolhouse Teacher Educators: Structuring Beginning Teachers' Opportunities to Learn about Instruction
Hopkins, Megan; Spillane, James P.
Journal of Teacher Education, v65 n4 p327-339 Sep-Oct 2014
While few would disagree that a key component of educating teachers to teach happens on the job, research rarely explores the schoolhouse as a site for teacher education. This study thus focuses on inservice as distinct from preservice teacher education and explores how beginning teachers' learning about mathematics and literacy instruction was supported within 24 elementary schools in two midwestern school districts. A mixed methodology was used in this exploratory study, including social network and interview data analysis, to examine beginning teachers' advice- and information-seeking behaviors related to mathematics and literacy. Findings revealed that formal organizational structures inside schools were critical for shaping beginning teachers' opportunities to learn about instruction, including grade level teams and formal leadership positions.
Descriptors: Teacher Educators, Beginning Teacher Induction, Educational Opportunities, Inservice Teacher Education, Mathematics Instruction, Mathematics Teachers, Literacy, Social Networks, Interviews, Information Seeking, Help Seeking, Organizational Theories, Organizational Development, Mixed Methods Research, Network Analysis, Performance Factors, School Surveys, Principals, Teamwork, Teacher Leadership, Educational Environment, Elementary School Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: REC-9873583|EHR-0412510|DUE-0831835