ERIC Number: EJ816751
Record Type: Journal
Publication Date: 2008-Oct
Abstractor: As Provided
Reference Count: 50
A Novice Teacher's Beliefs about Socially Just Teaching: Dialogue of Many Voices
Chubbuck, Sharon M.
New Educator, v4 n4 p309-329 Oct 2008
This case study explores the reality shock experienced by a White novice teacher, committed to socially just teaching, in her first year in an urban context. The apparently successful novice held three beliefs about her practice and herself: that socially just teaching was a holistic practice; that it could and should be done "right"; and that, based on her previous levels of success, she should be able to succeed in implementing this practice. These beliefs, derived from various voices and interacting in ongoing dialogue, produced negative effects in the teacher. Implications for teacher educators preparing novice teachers are given.
Descriptors: Beginning Teachers, Social Justice, Teacher Educators, Theory Practice Relationship, Case Studies, Urban Education, Teaching Styles, Teaching Experience, Reflective Teaching, Holistic Approach, Anxiety, Self Concept, Professional Personnel, Identification, Self Efficacy, Beginning Teacher Induction, Teacher Student Relationship, Teacher Persistence
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A