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Showing 211 to 225 of 428 results Save | Export
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Kristina F. Brezicha; Kara M. Kavanagh; Anne E. Martin; Teresa R. Fisher-Ari – Urban Education, 2024
Accountability-era reforms have promulgated a discourse of crisis and a looming threat for public schools. While these threats negatively affect all, this paper focuses on how schools' responses to these threats shape novice Teach for America Corp Members' (CM) socialization. By analyzing nearly 6,000 daily reflections from 38 CMs about their…
Descriptors: Accountability, Public Schools, Teacher Recruitment, Alternative Teacher Certification
Carrie Chambers – ProQuest LLC, 2024
The purpose of this quantitative comparative study was to assess if and to what extent differences exist in teacher self-efficacy for implementing self-regulated learning (SRL) instruction (direct instruction, providing choices, providing challenges and complex tasks, and building in evaluation) between novice and veteran middle school teachers in…
Descriptors: Beginning Teachers, Experienced Teachers, Self Efficacy, Program Implementation
Grace O'Connor – ProQuest LLC, 2024
"Valuing the Everyday: A Verbal Study in GTA Response to Pre-Designed Curriculum" culminates in a verbal understanding of how four graduate teaching associates at the University of Arizona used and responded to pre-designed courses (PDC) and may suggest ways to structure training or learning management systems (LMS) themselves to better…
Descriptors: Graduate Students, Teaching Assistants, Curriculum Design, Learning Management Systems
Travis Cardoso – ProQuest LLC, 2024
The purpose of this study was to investigate the California Agricultural Teacher Induction Program (CATIP) and examine its effectiveness in California School-Based Agricultural Education. Prior literature about networking and mentorship was reviewed to aid in formulation of the survey questions asked in this quantitative study. Participants for…
Descriptors: Social Networks, Mentors, Agricultural Education, Agriculture Teachers
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Nurit Dvir – Professional Development in Education, 2024
This article examines the characteristics, implementation and contribution of narrative pedagogy to the professional development of novice teachers through the example of two case studies. A holistic analysis of each case reflects a narrative pedagogy model, which includes four stages of the teaching-learning process: telling a personal life…
Descriptors: Beginning Teachers, Faculty Development, Teaching Methods, Learning Processes
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Ann MacPhail; Deborah Tannehill; Rebecca Ataman – Professional Development in Education, 2024
We contend that the notion of critical friend is a legitimate consideration with respect to considering how to most effectively encourage professional relationships that support and enhance professional learning and development (PLD). This paper will firstly consider an overarching framework of professional relationships and define…
Descriptors: Friendship, Professional Development, Interpersonal Relationship, Role
Andrea Brewer – ProQuest LLC, 2024
The purpose of this mixed-methods single case study was to identify the perceived influence of a teacher mentoring program on participants' professional development and retention in the education profession at a small school district in the Southeastern United States. This study sought the perspectives of mentors, mentees, and building…
Descriptors: Mentors, Training, Teacher Persistence, Teacher Education
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Benjamin Kutsyuruba; Christopher Bezzina – European Journal of Educational Management, 2024
Research has shown that school leaders' engagement in teacher induction is vital for establishing supportive school structures and conditions that are conducive to successful socialization and long-term sustenance of newly qualified teachers (NQTs). In Malta, the problem of teacher recruitment and a growing attrition rate is becoming very acute.…
Descriptors: Teacher Orientation, Mentors, Foreign Countries, Beginning Teachers
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Hanife Tasdemir; Gölge Seferoglu – TESOL Journal, 2024
In this article, we explore the tensions early career English teachers experience in their language teacher identities (LTIs). To this effect, we conducted semi-structured interviews with three early career English teachers at Turkish public schools. The findings showed that the teachers experienced tensions with their roles as teachers, language…
Descriptors: Language Teachers, Professional Identity, Public Schools, Foreign Countries
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David S. Miller – Journal of Music Teacher Education, 2025
The purpose of this study was to investigate Maryland music teacher education program completers' background and transition into the K-12 public school music teacher (N = 700). Using data from the Maryland Longitudinal Data System between 2008 and 2020, I examined characteristics associated with music teacher employment in the public schools, the…
Descriptors: Beginning Teachers, Teacher Responsibility, Music Teachers, Teacher Background
Gena Merliss – ProQuest LLC, 2024
Teacher education has made strides towards preparing preservice teachers with ambitious visions and teaching practices through the use of core practices, specifically the Ambitious Science Teaching (AST) framework (e.g. Kang & Windschitl, 2018). However, there is an argument in the field about whether the AST framework can support…
Descriptors: Restorative Practices, Beginning Teachers, Teaching Methods, Preservice Teacher Education
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Narges Zareian; Mohammad Hadi Mahmoodi; Mohammad Ahmadisafa – Journal of Early Childhood Teacher Education, 2024
A large number of trained Young Learners of English (YLE) teachers leave the language academies soon after being employed. These teachers usually suffer from high levels of stress and anxiety during their career which might lead to burnout. Considering the impact of vision in motivating teachers, this research was designed to study the development…
Descriptors: English (Second Language), Language Teachers, Teacher Attitudes, Experienced Teachers
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Stuart Woodcock; Andrea Reupert – Journal of Education for Teaching: International Research and Pedagogy, 2024
As newly qualified teachers begin their teaching career, the first year can be a challenging one where they need to learn new skills and handle many stresses, including classroom management. Managing the class in order to teach is a challenging skill for newly qualified teachers. This study investigated 156 primary school teachers who are based in…
Descriptors: Elementary School Teachers, Beginning Teachers, Classroom Techniques, Foreign Countries
Kristina Rayshelle Pollard – ProQuest LLC, 2024
Attempting to balance all the aspects of teaching can be overwhelming and challenging without the appropriate measures for novice teachers. The purpose of the mixed-methods study was to examine the challenges and opportunities in teacher retention of K-12 novice teachers in a rural, south Mississippi school district. Novice teachers may struggle…
Descriptors: Barriers, Opportunities, Teacher Persistence, Beginning Teachers
Pamela Mangrum Everitt – ProQuest LLC, 2024
The purpose of this case study was to examine the qualities novice teachers find valuable when determining whether or not they want to stay in their schools and districts after their first years of teaching. This case study also included undergraduate teacher preparation programs and whether or not graduating from a program with a partnership…
Descriptors: Novices, Teacher Persistence, Beginning Teachers, Teacher Education Programs
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