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Annette Hessen Bjerke; Constantinos Xenofontos – Teachers and Teaching: Theory and Practice, 2024
This article reports on a cross-sectional study tracing possible changes in primary teachers' self-efficacy in teaching mathematics across various points in their professional careers, involving both novice and experienced pre-service teachers (PSTs) and in-service teachers (ISTs). In the relevant literature, self-efficacy appears to be…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Education, Self Efficacy
Lindqvist, Henrik; Thornberg, Robert; Weurlander, Maria; Wernerson, Annika – Teachers and Teaching: Theory and Practice, 2021
Beginning to teach after teacher education is commonly depicted as an emotionally challenging period. Beginning teachers deploy strategies to cope with the emotionally challenging transition from teacher education and starting a position as a teacher. One way of coping is trying change the origin of the challenges. The aim of the study was to…
Descriptors: Beginning Teachers, Educational Change, Advocacy, Grounded Theory
Conklin, Hilary Gehlbach – Teachers and Teaching: Theory and Practice, 2020
There continues to be limited focus on the preparation of teacher educators, particularly for teacher education aimed at challenging educational inequities. This case study explores the impact of a curricular approach to preparing novice teacher educators in the pedagogy of teacher education. Drawing on surveys, interviews, documents, and…
Descriptors: Teacher Educators, Beginning Teachers, Teacher Educator Education, Doctoral Programs
Chan, Cecilia K. Y.; Luo, Jiahui – Teachers and Teaching: Theory and Practice, 2020
In recent years, reflective writings have been increasingly incorporated into the higher education curriculum to enhance students' deep learning and to help assess their experiential learning outcomes. However, as reflective practices gain momentum worldwide, an under-researched question arises regarding whether teachers know how to assess…
Descriptors: Assessment Literacy, Beginning Teachers, College Faculty, Foreign Countries
Björk, Lisa; Stengård, Johanna; Söderberg, Mia; Andersson, Eva; Wastensson, Gunilla – Teachers and Teaching: Theory and Practice, 2019
As many other countries around the world, Sweden is currently facing an urgent need for new teachers. Creating sound work environments that can retain beginning teachers in the profession--as well as attract new ones--is one way to address the problem. In order to accomplish this task, research must be able to reflect the complex nature of work…
Descriptors: Beginning Teachers, Job Satisfaction, Self Efficacy, Teacher Persistence
Schaefer, Lee; Clandinin, D. Jean – Teachers and Teaching: Theory and Practice, 2019
In this paper, we focus on questions around who we are as teacher educators as well as our responsibilities in helping pre-service teachers compose forward-looking stories as they prepare to begin teaching. We draw on the results of two studies in this paper: one a semi-structured interview study with 55 second- and third-year teachers in two…
Descriptors: Teacher Educators, Preservice Teacher Education, Teacher Competencies, Teacher Responsibility
Fitchett, Paul G.; McCarthy, Christopher J.; Lambert, Richard G.; Boyle, Lauren – Teachers and Teaching: Theory and Practice, 2018
Previous research has demonstrated associations between teacher stress and occupational burnout, but few studies have attempted to operationalize a central tenet of most stress theories, namely that teachers' appraisals of their classroom demands vis-à-vis their classroom resources is a central driver of vulnerability to stress. The research is…
Descriptors: Beginning Teachers, Stress Variables, Risk Assessment, Work Environment
Papatraianou, Lisa H.; Strangeways, Al; Beltman, Susan; Schuberg Barnes, Emma – Teachers and Teaching: Theory and Practice, 2018
Enhancing resilience is key to reducing teacher attrition and addressing the challenges of the profession but scant research exists on resilience in regional and remote settings, where there is a shortage of quality, specialist and lead teachers. The aim of this study was to combine ecological and relational perspectives on resilience to examine…
Descriptors: Beginning Teachers, Resilience (Psychology), Rural Schools, Foreign Countries
Popper-Giveon, Ariela; Shayshon, Bruria – Teachers and Teaching: Theory and Practice, 2017
Research literature often addresses the problems entailed in the integration of beginning teachers within the education system. Most studies emphasize the conflicts these teachers experience, especially between the personal and professional aspects of their profession. We conducted qualitative research among participants and graduates of the…
Descriptors: Foreign Countries, Beginning Teachers, Preservice Teachers, Professional Identity
Akdag, Zeynep; Haser, Çigdem – Teachers and Teaching: Theory and Practice, 2016
This paper reports an analysis of the classroom management concerns of pre-service early childhood education (ECE) teachers prior to beginning their career and further examines the difficulties they experienced in classroom management in their first year of teaching and their coping strategies. Sixteen pre-service ECE teachers enrolled in the same…
Descriptors: Early Childhood Education, Classroom Techniques, Preservice Teachers, Preservice Teacher Education
Admiraal, Wilfried; Berry, Amanda – Teachers and Teaching: Theory and Practice, 2016
In teacher education programmes, written portfolios or text-based self-evaluations are generally used to document the development of student teachers' competence. However, such approaches do no justice to the complex nature of teaching as they tend to lead to evidence in which teacher competencies are disconnected and removed from the actual…
Descriptors: Foreign Countries, Teacher Education Programs, Student Teachers, Video Technology
Sá, M. V.; de Almeida, M. J. B. M. – Teachers and Teaching: Theory and Practice, 2016
Despite the Bologna agreement implementation in 2008, teachers' education in Portugal has not changed significantly from earlier practice. The major modification in the requirements of master's level teacher education programmes was the introduction of a strong component of educational research in a master's degree; this is designed to replace an…
Descriptors: Foreign Countries, Beginning Teachers, Science Teachers, Physics
Phelps, Christine M.; Spitzer, Sandy M. – Teachers and Teaching: Theory and Practice, 2015
Although researchers and educators have suggested teaching prospective teachers (PTs) to investigate and learn from their own teaching over time, little research has investigated PTs' beliefs about such an approach. This qualitative study examines prospective elementary teachers' conceptions and values about systematically studying and…
Descriptors: Preservice Teachers, Beginning Teachers, Teacher Attitudes, Qualitative Research
Hsieh, Betina – Teachers and Teaching: Theory and Practice, 2015
Previous work on new teacher professional identity has focused on identity as a process of negotiation between individual and contextual factors. These negotiations are often filled with a struggle between personal agency and structures that prevent the enactment of an ideal professional self. This study introduces and discusses three teacher…
Descriptors: Professional Identity, Teacher Role, Beginning Teachers, Preservice Teacher Education
Rice, Suzanne; Volkoff, Veronica; Dulfer, Nicky – Teachers and Teaching: Theory and Practice, 2015
"Teach For" and "Teach First" programs now constitute a significant pathway into teaching in a number of countries. One criterion for selection into these programs is leadership capacity, and evidence indicates that many candidates do move into leadership roles in education, business, and policy in the years following their…
Descriptors: Low Achievement, Economically Disadvantaged, Achievement Gap, At Risk Students
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