NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ903658
Record Type: Journal
Publication Date: 2010-Nov
Pages: 14
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1359-866X
"Getting the Pieces Together": Negotiating the Transition from Pre-Service to In-Service Teacher
Pietsch, Marilyn; Williamson, John
Asia-Pacific Journal of Teacher Education, v38 n4 p331-344 Nov 2010
For beginning teachers to make the transition to full professional membership they need to increase their professional knowledge of the art and science of teaching. This paper explores the difference in knowledge growth between beginning teachers who commence teaching in fragmented teaching situations in the first two years of teaching, and their colleagues who have stable, secure and continuing employment during this time. This paper argues that the employment context in which beginning teachers take up their profession has a significant, but hitherto largely unacknowledged, effect on the capacity of teachers to develop the craft of teaching (Elbaz, 1983); on their continuing commitment to the profession; and on their self-confidence and self-image as teachers It is concluded that long-term, secure employment in one school, with full responsibility for a class of students and access to effective mentoring, is necessary if beginning teachers are to move beyond "survival" to developing competency in the first two years of teaching. (Contains 1 table and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia