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ERIC Number: EJ842391
Record Type: Journal
Publication Date: 2003
Abstractor: As Provided
Extending the Learning Community: The Birth of a New Teacher Support Group
Sanderson, Donna R.
Professional Educator, v26 n1 p63-71 Fall 2003
This article shares the results of a study that explored the need, and consequential birth, of a new teacher support group for newly graduated elementary education majors. Constructed of a university supervisor and five newly graduated novice teacher's, this study examines their first semester as classroom teachers. Research related to the induction stage of teacher's careers and their identity provides a lens through which to explore socialization experiences of the novice teachers during their transition from pre-service to professional practice. Additionally, ways in which first year teachers navigate the organizational environment are highlighted. The analysis finds that many of the group members struggled with issues of classroom management and discipline and experienced feelings of isolation and loneliness. Additionally, these beginning teachers discuss fitting into a school culture that has already been established and the pressures to meet each student's individual needs. These data suggest that while beginning teachers are often afforded other avenues of support, such as a veteran mentor teacher and a new faculty induction program, an informal support group made up of all beginning teachers can be beneficial in providing "a bridge to the real world of teaching outside of the university walls."
Descriptors: Classroom Techniques, Socialization, School Culture, Elementary School Teachers, Beginning Teachers, Teaching Conditions, Teaching Experience, Social Support Groups
Truman Pierce Institute. 108 Ramsay Building, Auburn University, Auburn, AL 36849-5218. Tel: 334-844-4488; Fax: 334-844-5785; e-mail: firstname.lastname@example.org; Web site: http://www.theprofessionaleducator.org/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Pennsylvania