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Baker, Courtney K.; Hjarlmarson, Margret – International Journal of Web-Based Learning and Teaching Technologies, 2019
This article brings together the results of a self-study conducted by two instructors of the same course for mathematics teacher leaders in a synchronous online learning environment using the videoconferencing tool Blackboard Collaborate. The combined self-study focused on the authors' instructional decision-making and on their use of scaffolded…
Descriptors: Interaction, Synchronous Communication, Learning Experience, Videoconferencing
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Gage, Nicholas A.; Grasley-Boy, Nicolette M.; MacSuga-Gage, Ashley S. – Psychology in the Schools, 2018
Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in-service professional development. In this study, we replicated a targeted professional development approach that included a brief one-on-one training session and emailed visual…
Descriptors: Faculty Development, Teacher Behavior, Beginning Teachers, Teacher Effectiveness
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Gu, Mingyue – Journal of Language, Identity, and Education, 2018
This article reports on a qualitative study investigating a group of novice ESL teachers' teaching experiences with ethnic minority students in secondary schools in Hong Kong. It finds that, while teachers argue that society has not been tolerant enough of ethnic minorities, they nonetheless believe that ethnic minorities should comply with…
Descriptors: Teaching Methods, Minority Group Students, English (Second Language), Second Language Learning
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Correa Gorospe, José Miguel; Martínez-Arbelaiz, Asunción; Fernández-Olaskoaga, Lorea – European Early Childhood Education Research Journal, 2018
Social, political and economic conditions shape a context of permanent flux where early childhood education teachers have to join the labour market and build their professional identity while facing numerous challenges. The aim of this study is to investigate the effects that a changing world and precarious job conditions can have on newly…
Descriptors: Foreign Countries, Beginning Teachers, Elementary School Teachers, Early Childhood Education
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Lim, Woong; Son, Ji-Won; Kim, Dong-Joong – International Journal of Science and Mathematics Education, 2018
This study examined preservice teachers' (PSTs) capacity for lesson planning in a university-based teacher preparation program in the USA Participants (n = 126) wrote lesson plans in three approaches: synthesis, creation, and modification. Findings indicate that PSTs who modified preexisting lesson plans produced better lesson plans than their…
Descriptors: Preservice Teachers, Lesson Plans, Teacher Education Programs, Beginning Teachers
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Brian, Ali; Taunton, Sally – Physical Education and Sport Pedagogy, 2018
Background: Young children from disadvantaged settings often present delays in fundamental motor skills (FMS). Young children can improve their FMS delays through developmentally appropriate motor skill intervention programming. However, it is unclear which pedagogical strategy is most effective for novice and expert instructors. Purpose: The…
Descriptors: Motor Development, Psychomotor Skills, Developmental Delays, Intervention
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Škugor, Alma; Sablic, Marija – European Journal of Teacher Education, 2018
This paper researches students' and teacher trainees' personal experience of student-centred teaching during their education in grades 1-4 of primary school. The questionnaire comprised 45 statements and was completed by 403 primary school teacher trainees and 535 students (future teachers) at Faculties of Teacher Education in Croatia. The…
Descriptors: Teaching Experience, Preservice Teachers, Beginning Teachers, Foreign Countries
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Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard – European Journal of Teacher Education, 2018
The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers' everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher…
Descriptors: Beginning Teachers, Teacher Competencies, Pedagogical Content Knowledge, Technological Literacy
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Hong, Ji; Day, Christopher; Greene, Barbara – Teacher Development, 2018
This paper examines how early career teachers cope with or manage the challenges that they experience during the transition from pre-service to the first and then the second year of teaching as they seek to establish stable, positive, professional identities and teach effectively in various school and policy contexts. Findings from three waves of…
Descriptors: Beginning Teachers, Teaching Experience, Professional Identity, Interviews
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Schatz Oppenheimer, Orna; Dvir, Nurit – Teacher Development, 2018
This study presents a qualitative research based on three narratives written by novice mathematics teachers. We examine their unique professional world during their first year of work. The methodology of narrative framework, on which this article is based, helps to gain better understanding of the need for novice mathematics teachers to have…
Descriptors: Beginning Teachers, Faculty Development, Professional Development, Qualitative Research
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Schuck, Sandy; Aubusson, Peter; Buchanan, John; Varadharajan, Meera; Burke, Paul F. – Professional Development in Education, 2018
The task of supporting beginning teachers has received considerable attention in recent years, and numerous initiatives have been implemented. In this article we investigate the experiences of early career teachers (ECTs) in New South Wales, Australia, at a time when their employing authority mandated the provision of mentors and a reduction in…
Descriptors: Foreign Countries, Beginning Teachers, Teacher Surveys, Teaching Experience
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van den Bogaart, Antoine C. M.; Hummel, Hans G. K.; Kirschner, Paul A. – Professional Development in Education, 2018
This article explores how personal professional theories (PPTs) develop. PPT development of nine junior accountants and nine novice teachers was monitored by repeated measurements over a period of 1.5 years, from the last year of vocational education until the second year of their professional careers. Computer-supported construction of PPT…
Descriptors: Vocational Education, Higher Education, Theories, Beliefs
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Kindall, Heather D.; Crowe, Tracey; Elsass, Angela – Professional Development in Education, 2018
Effective teachers and principals, who are viewed as their building's curriculum leader, are of vital importance to the literacy success of elementary-age students. This article will explore the influences of school leadership and professional development which teachers say can positively or negatively impact their ability to effectively teach…
Descriptors: Principals, Administrator Role, Beginning Teachers, Faculty Development
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Holloway, Jessica; Brass, Jory – Journal of Education Policy, 2018
This article draws from Stephen Ball's work on markets, managerialism, and performativity to frame a comparative study that examines the reconstitution of the teacher-subject across a pivotal decade in which neoliberal standards and accountability reforms effected significant changes in US education. It juxtaposes two qualitative studies conducted…
Descriptors: Beginning Teachers, English Teachers, Accountability, Comparative Analysis
Weisling, Nina F.; Gardiner, Wendy – Phi Delta Kappan, 2018
Research has established that teacher-mentoring programs can have a beneficial effect on new-teacher performance and retention. However, too often, mentoring programs don't live up to their potential. This article presents four research-based strategies that improve mentoring programs' prospects for success. By setting clear expectations, getting…
Descriptors: Mentors, Evidence Based Practice, Program Improvement, Interpersonal Relationship
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