ERIC Number: EJ1032291
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-8398
EISSN: N/A
Everybody's Problem: Novice Teachers in Disadvantaged Mexican Schools
MartÃnez, Nora H.
International Journal of Qualitative Studies in Education (QSE), v27 n8 p959-973 2014
This paper explores the difficulties that novice teachers confront at two economically, socially, and academically disadvantaged schools in the state of Nuevo Leon, Mexico. The researchers employed the action research tradition. Problems were identified using participant observation during reflexive workshops conducted with novice teachers and also in school settings. Teacher-generated written documents during the workshops were also analyzed. The difficulties these teachers face include issues related to parent involvement, resources, students' basic learning background, teaching strategies for students with particular needs, discipline, work overload, and career preparation and curricular reform. The identified challenges are similar to those that beginning teachers typically experience. However, results of this study highlight the ways in which the immediate working context and characteristics of Mexico's educational system uniquely impact and structure the experience of novice teachers in disadvantaged schools.
Descriptors: Foreign Countries, Disadvantaged Schools, Novices, Educationally Disadvantaged, Disadvantaged Environment, Action Research, Participant Observation, Teacher Workshops, Barriers, Performance Factors, Parent Participation, Educational Resources, Student Characteristics, Teaching Methods, Special Needs Students, Educational Strategies, Discipline, Faculty Workload, Curriculum Development, Career Development, Beginning Teachers, Educational Practices, Teaching Experience, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico
Grant or Contract Numbers: N/A