Academic literature on the topic 'Beginning english teacher'
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Journal articles on the topic "Beginning english teacher"
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Hahs-Vaughn, Debbie L., and Lisa Scherff. "Beginning English Teacher Attrition, Mobility, and Retention." Journal of Experimental Education 77, no. 1 (2008): 21–54. http://dx.doi.org/10.3200/jexe.77.1.21-54.
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Garvis, Susanne. "Beginning generalist teacher self-efficacy for music compared with maths and English." British Journal of Music Education 30, no. 1 (2012): 85–101. http://dx.doi.org/10.1017/s0265051712000411.
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In 2008, 201 beginning generalist teachers throughout Queensland, Australia, responded to a questionnaire intended to create a snapshot of current self-efficacy beliefs towards teaching music. Beginning teachers were asked to rank their perceived level of teacher self-efficacy for music, English and maths. Results were analysed through a series of repeated measures ANOVAs to compare the mean scores for statistical difference. Findings suggest that generalist beginning teacher self-efficacy for music declines as years of teaching experience increase, while teacher self-efficacy for English and maths increases during this period. Results provide key insights for teacher educators, school administrators and policy makers into the likelihood of long-term music teaching in the generalist classroom. Greater support is required to reverse the documented snapshot of low teacher self-efficacy for music education in Queensland generalist teacher classrooms.
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Grossman, Pamela, and Clarissa Thompson. "District Policy and Beginning Teachers: A Lens on Teacher Learning." Educational Evaluation and Policy Analysis 26, no. 4 (2004): 281–301. http://dx.doi.org/10.3102/01623737026004281.
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This analysis considers the role district policy environments play in the lives of beginning teachers. As part of a larger longitudinal study of teacher learning in the language arts, the authors analyzed the experiences of three first-year teachers in two contrasting school districts. This article assesses the role of policies concerning curriculum, professional development, and mentoring in teachers’ opportunities in learning to teach language arts. The ways in which districts were organized had consequences for what these beginning teachers learned about teaching; district structures either encouraged or deflected conversations about teaching English. In addition, the authors found that districts served powerful roles as teacher educators. The tasks the districts assigned the teachers, the resources they provided, the learning environments they created, and the conversations they provoked proved to be consequential in shaping both teachers’ concerns and their opportunities for learning about teaching language arts.
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Jo, Yun Hui, and Yun Joo Park. "The Effect of Teacher’s Corrective Feedback Through Online Conferencing on Elementary Students’ English-Speaking Confidence." STEM Journal 22, no. 3 (2021): 59–77. http://dx.doi.org/10.16875/stem.2021.22.3.59.
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The purpose of this study is to investigate the effect of teacher's corrective feedback through online conferencing on elementary students' English-speaking confidence. This study was conducted for 4 months from August to December 2020. There were 6 participants, aged 8 to 13 enrolled in a private education institute where they attended English classes using mobile devices. During this case study, the students were asked to use English, learners’ target language when interacting with their teacher. When learners struggled to understand the teacher’s English instructions, the teacher guided them in Korean. All the classes were video-recorded and transcribed by the teacher. Data were analyzed in order to examine the progress of participants’ voluntary English production stimulated by having conversational interactions with the teacher. The findings were as follows. First, participants’ anxiety level was high in the beginning. Second, they were able to speak English words, give their opinions in English, and join the conversation in English with the teacher. Lastly, feedback from the teacher through conversational interactions helped learners understand how to speak in English better and build up confidence. As a result, it is necessary to interact with the teachers and peers using learners’ target language to improve English communication skills.
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Tahir, Adnan, Akhtar Iqbal, and Abrar Hussain Qureshi. "Classroom Management: A Challenging Part in Beginning English Teachers’ Career Entry Stage." International Journal of English Linguistics 8, no. 4 (2018): 155. http://dx.doi.org/10.5539/ijel.v8n4p155.
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Classroom management is the vital professional content of successful professionalization of beginning teachers. This study explores the challenges beginning English teacher face in classroom management during early years of teaching career. Through survey method and using a valid questionnaire tool the required data was collected and then analyzed statistically using SPSS 16. A sample of beginning English teachers was carefully chosen through stratified sampling from 43 schools located in Faisalabad city, Pakistan. In total, 113 participants responded to questionnaires and 20 participated in the interviews. It was found that a large number of students in classes, variation in cognitive approach and mother tongue, adaptation to new teaching and learning techniques, and ineptness in using latest ICT based audio-visual aids are main challenges in classroom management that affect the ultimate performance of beginning English teachers. These issues require more attention to improve teachers’ performance. It is hoped that findings of this study would help beginning teachers and educationists in developing strategies to cope with classroom management challenges in the perspective professional socialization.
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Yao, Jun, and Jinghe Han. "Bilingual Beginning Mandarin Teachers’ Classroom English in Sydney Schools: Linguistic Implications for Teacher Education." Asia-Pacific Education Researcher 22, no. 2 (2012): 127–36. http://dx.doi.org/10.1007/s40299-012-0005-5.
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Inayah, Arin. "ENGLISH TEACHING INSTRUCTION FOR NON-ENGLISH LEARNERS." Jurnal ELink 6, no. 1 (2019): 117. http://dx.doi.org/10.30736/e-link.v6i1.116.
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The quality of educational institutions is influenced by teaching and learning process that is students and lecturers. Novalita (2006) state that to learn a language the learners need more than just once or twice, but they need many time to understand the language, the real meaning of the language, the structure of the language, and so on. There is no good strategies in teaching process, but suitable strategy which is can be used in the teaching process. Therefore, every teacher or lecturer should master many strategies in the teaching and learning process. Some strategies can be applied to some students or learners, but it can’t be applied to all of students or learners. he goal of this study is to observe how the teacher implements English teaching instruction at English language center (PKPBI). Besides that, what are the material used and the way how teacher evaluates and also how do the learners perceive the English teaching instruction at English language center (PKPBI) of Maulana Malik Ibrahim state Islamic university of Malang. This study was a qualitative research because this study is a case study which focuses on teaching process. The data collections used in this study were observation, interview, and documentation. In order to analyze the data collected in the research project and answer the core questions of the study, it was used the grounded theory. The researcher found that the contents of the material used was reading section characterized by provision of an English reading text on mathematic-content-related area followed by writing exercises. The teacher implement English teaching instruction with the aim of answering the question, it can be concluded that for the beginning of teaching, there were a big amount of mistakes with the guidance and no explicit implementation of grammatical aspects during the lessons, because the teacher intents to present language items as in a regular language course. The balance between content and language was not easy to manage either, because in some situations the teacher tends to focus more in language or in content. The teacher evaluate by her choice of evaluation. She felt confused and scared at the beginning of the experience. About perceiving of the learners, the researcher concluded that the students feel challenging with the process of teaching and learning in the class, they also interesting with because they can continued applied what they learn. Key words: Teaching instruction, Non-English learners
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Hamzah, Hamzah. "PENGUNAAN KODE BAHASA OLEH GURU DALAM PENGAJARAN BAHASA INGGRIS DI SEKOLAH MENENGAH ATAS." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 2, no. 1 (2008): 1. http://dx.doi.org/10.24036/ld.v2i1.7356.
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This study is aimed at investigating how the English teachers used language codes in their classroom. The findings of the study revealed that the teachers used Indonesian and English interchangeably, and the larger proporsion is English. The teacher made a marked switching when the introduced new information or intructionand unmarked when there was no new information or instruction introduced. The switching also might occur when they translated what they have just said, and when they introduced the interaction particles at the beginning of their utterances. The findings of the study also revealed that the codeswitching in the classroom had pedagogical porposes. The teacher made switching for classroom management, humour, information clarification, understanding enhancedment, and content presentation.
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Trent, John. "Becoming a teacher: the identity construction experiences of beginning English language teachers in Hong Kong." Australian Educational Researcher 39, no. 3 (2012): 363–83. http://dx.doi.org/10.1007/s13384-012-0067-7.
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Macaluso, Kati, Cori McKenzie, Jennifer VanDerHeide, and Michael Macaluso. "Constructing English: pre-service ELA teachers navigating an unwieldy discipline." English Teaching: Practice & Critique 15, no. 2 (2016): 174–89. http://dx.doi.org/10.1108/etpc-02-2016-0035.
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Purpose The purpose of this paper is to describe a pedagogical innovation – a matrix construction exercise – intended to help pre-service teachers (PTs) navigate the multiple and oftentimes competing discourses that shape the school subject English Language Arts (ELA). Design/methodology/approach To explore the various ways the PTs drew on the discursively constructed paradigms of ELA throughout their teacher preparation program, researchers (themselves teacher educators) conducted an intertextual analysis (Prior, 1995) of PTs’ classroom texts and interview transcripts. Findings The intertextual analysis suggested that PTs possessed knowledge of and investment in a range of discourses, which they used to anchor their own pedagogical and curricular decision-making and to anticipate the leanings and ideologies of other stakeholders in ELA. Although the organizational schema of the matrix proved helpful from an orientation standpoint, it also may have disguised the productive tensions between particular discourses for some PTs. Originality/value Although scholars have long noted the plurality of the school subject English and some studies on innovations in teacher education allude to the difficulties that teachers encounter as they navigate the multiple purposes of ELA, there is little scholarship that considers how pre-service and beginning teachers might best navigate that incoherence and unwieldiness. This study, which contextualizes and explores a pedagogical innovation in an English methods class designed to help PTs navigate the many “Englishes”, attempts to fill this gap. The findings suggest that teacher preparation in ELA would do well to conceive of pedagogical innovations in teacher education that allow teachers to grapple with, rather than solve, the uncertainty and unfinalizability of the discipline.
Dissertations / Theses on the topic "Beginning english teacher"
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Brutsman, Jane Mary. "District-level professional development the impact on beginning teacher implementation practices /." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1216741961&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Thompson, Mary C. "Beginning Teachers' Perceptions of Preparedness: A Teacher Education Program's Transferability and Impact on The Secondary English/Language Arts Classroom." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/67.
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In October 2009, United States Secretary of Education Arne Duncan declared in a speech to Columbia University’s Teacher’s College that many university teacher preparation programs are outdated and must undergo major reform in order to produce high quality teachers needed to improve academic achievement for all students (U.S. Department of Education, 2009). Duncan stated that “America’s university-based teacher preparation programs need revolutionary change – not evolutionary tinkering” (U.S. Department of Education, 2009, p.2). To improve student success in the classroom, policy makers must understand the key role well-trained teachers play in achieving this goal (Boyd, Lankford, Clothfelter, Ladd & Vigdor, 2004; Loeb, Rockoff, & Wyckoff, 2007; Provasnik & Young, 2003; Rice, 2003; Rivers & Sanders, 2002).
This study examined the specific aspects of an English teacher preparation program that beginning teachers implement and rely on in their classrooms on a consistent basis. In addition, this study examines how administrators/department chairs view the pedagogical competence of graduates from the English teacher preparation program. The research questions that guided this study are: (1) How do beginning teachers perceive their preparation for teaching in the urban English Language Arts classroom? (2) How do school administrators perceive the teaching ability of graduates?
The participants were graduates of Southern Urban University’s English Education Master’s level program from 2005 – 2008. Data sources included Beginning Teacher Questionnaires, Administrator/Department Chair Questionnaires, in-depth phenomenological interviews with select teachers, observations of select teachers’ practice, “card sort” activity/interview, teacher artifacts and photographs. Data were analyzed inductively using the constant comparative method to determine categories and themes (Glaser & Strauss, 1967). Trustworthiness was established through research methods that confirm credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). This study provides insight into how to better educate high quality teachers through the examination of an English teacher preparation programs’ daily effect and impact on their graduates and an examination of school administrators’/department chairs perception of these graduates’ performance in the classroom.
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Yang, Juan. "Teacher and pupil beliefs about beginning to learn Chinese language in English secondary schools." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/77662/.
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This study investigated the beliefs of beginner learners of Chinese as a foreign language (CFL) and also their teachers‘ beliefs, about the difficulties presented by Chinese learning and teaching, and how learners overcame the difficulties they encountered. The study compared beliefs of teachers and pupils who had different levels of experience in the context of English secondary schools. The relationship between beliefs and an individual‘s background and experience was also explored. The study was situated in a pragmatic paradigm, using a mixed method, including both quantitative and qualitative methods of data collection. 443 pupils and 42 teachers in over a dozen schools responded to a Likert-scale questionnaire. 68 pupils (34 individuals and 13 groups) and 13 teachers in seven schools shared their views in interviews. Many interesting findings were revealed in this study. Surprisingly, pupils thought tones and characters were ―tricky‖ to learn, but not impossible, whereas teachers thought pupils did not pay attention to tones and underestimated the difficulty of learning characters. Teachers tended to support communicative language teaching (CLT) orientations but showed somewhat inconsistent patterns between their beliefs about CLT and their teaching approaches. The learning of writing rules were concerns of teachers and pupils, indicating they believed there was some value in non-communicative learning orientation. Pupils also showed their enthusiasm for learning character, and overwhelmingly believed that, in order to make good progress in Chinese learning, they should put effort into learning characters. Some of these findings relate to particular aspects of Chinese learning such as tones and characters. However, other findings are unrelated to the language demands of Chinese and suggest that the practices of learning Chinese have a particular impact on the views of learners about who can learn Chinese and what it takes to be successful. In addition, with regard to language teaching, first language (L1) and second language (L2) Chinese teachers pointed out that the issue of students behaviour is a universal phenomenon regardless of culture or country. These findings challenge the stereotypical expectations of L1 Chinese teachers and pupils‘ performance in English schools. I suggest that these beliefs may be empowering for language learners in an English context.
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Edge, Christi Underwood. "Making Meaning with "Readers" and "Texts": A Narrative Inquiry into Two Beginning English Teachers' Meaning Making from Classroom Events." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3722.
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Situated in a transactional paradigm, connections between the constructs of meaning and experience in both teacher education and reading in English education guided my construction of a theoretical framework called Classroom Literacy. This framework extends Rosenblatt's Transactional Theory of Reading (1978, 1994, 2005), broadens the concept of text to include the verbal and non-verbal communicative signs related to the context of the classroom, and positions teachers as "readers" of their classrooms as texts. The Classroom Literacy theoretical framework guided my thinking as I re-conceptualized three persistent problems in learning to teach (Hammerness, Darling-Hammond, Bransford, Berliner, Cochran-Smith, McDonald, & Zeichner, 2005)--an apprenticeship of observation (Lortie, 1975), complexity (Jackson, 1968, 1990), and enactment (Kennedy, 1999; Simon, 1980)--in light of research on literacy and Rosenblatt's Transactional Theory of Reading in order to understand how two beginning English teachers made meaning from classroom events and how I, the researcher, made meaning from research events. To address research questions, I collected the stories participants lived and told about their second-year (2010-2011) teaching experiences through interviews, documented participant-researcher conversations, participants' writings, classroom observations, and field notes. To contextualize these field texts, I considered archival data from the stories participants lived and told during their university coursework and full-time teaching internships (January 2008-May 2009).
The research story I present in this study was constructed as I moved through six phases of data analysis. It focuses on the connections between the participants' and the researcher's meaning-making and demonstrates that: 1)story connected a narrative mode of reasoning (Bruner, 1986) to a transactional paradigm (Dewey & Bentley, 1949; Rosenblatt, 1978, 1994, 2005) and created a space in which each made meaning from experiences; 2) making connections through stories reflected and aided an understanding of self, others, and professional milieus; 3) stories demonstrated how meaning-making was guided by an individual's reservoir of prior experiences, knowledge, and language; 4) stories revealed how each meaning-maker referred to prior meanings made from "touchstone" events to guide her decision-making, ongoing meaning-making of experiences, and sense of self; and 5)stories demonstrated that as each meaning-maker read, she attended to both efferent and aesthetic meanings, yet each read, interpreted, and composed experiences as texts from her dominant stance or orientation toward those experiences. Meaning-making was a continuous construction of a conceptual text, simultaneously read and composed in situational context, guided by an individual's reservoir of knowledge, experiences, and language, and used for both framing a point of reference from which additional understanding was sought and a point of departure through which exploration and discovery was initiated.
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Baser, Zeynep. "First Year Of English Teaching In A Rural Context: A Qualitative Study At An Elementary School In Turkey." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614668/index.pdf.
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This study aimed to explore how a rural elementary school and community situated English language education in Central Turkey, and how the rural context shaped a beginning English language teacher&rsquo<br>s professional identity and teaching practices. In order to achieve this goal, a qualitative case study was conducted. The required data were obtained through three major methods<br>semi-structured interviews, a time and motion study, and an open-ended questionnaire. The interviews were all audio-recorded and transcribed verbatim. The time and motion study involved the recording of the English language teacher&rsquo<br>s actions at the school. In this regard, the teacher was observed both in and out of the class during a two-month period and his actions were noted down at 60-second intervals. In addition, an open-ended questionnaire was delivered to the students taking English as a compulsory subject in their curriculum. The data were organized in separate files regularly, and analyzed by coding, and interpreting the emerging themes. The results revealed four keys to being a successful teacher in the rural setting. These included appreciation of rural life, passion for rural teaching, aspiration for teaching profession, and being well-prepared for teaching. It was also concluded that the rural elementary school and its community had general appreciation for quality English language education<br>however, they did not find teaching practices sufficient for effective language learning. Thus, English was not on the top of their list. Lastly, the results also shed light on the rural challenges that a beginning teacher might face.
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Nieves, Maria Rosario Garcia. "O professor iniciante de língua inglesa e a influência do mentor na construção de seus conhecimentos profissionais." Universidade Católica de Santos, 2017. http://biblioteca.unisantos.br:8181/handle/tede/3881.
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Previous issue date: 2017-06-22<br>This research, of exploratory matter in its essence, takes part of the discussion of professional development of beginning English teachers and the construction of professional knowledge, connected to teaching. Based on studies by Carlos Marcelo-Garcia, Maria da Graça Mizukami and Lee Shulman, among others, the main objective was to analyze the mentor¿s influence on the professional development and of the construction of knowledge essential to teaching. In order to achieve it, the main objective was broken down into the following specific ones: a) to identify a profile of the beginning English teacher as well as their first professional destination; b) to identify and analyze the different kinds of knowledge found in the practice of beginning English teachers and c) to investigate possible influences of mentoring their teaching practice. First steps of research included bibliographic and literature research and empirical data were collected through exploratory questionnaires, released on social media groups related to English Language Teaching. Quantitative data were analyzed by their results in numbers and data originated from open questions were analyzed following aspects of the Discourse of the Collective Subject theory, which were applied to key-questions related to the specific objects. Results provided profiles of Beginning English Teachers, the influence of undergraduate teacher training programs in their practice and the positive impacts of Mentoring, either by mentors or more experienced peers, such as empowerement in the classroom, on the construction and development of Professional Knowledge related to Teaching English, such as the fusion of Specific Content Knowledge with Pedagocical Knowledge, creating Pedagogical Knowledge of English Language Teaching.<br>Esta pesquisa, de caráter exploratório, insere-se na temática da iniciação profissional do professor iniciante de Língua Inglesa e na construção de seus conhecimentos relacionados à profissão docente. Com teóricos como Carlos Marcelo-Garcia, Maria da Graça Mizukami e Lee Shulman, o trabalho teve como objetivo geral analisar a influência do mentor no desenvolvimento dos conhecimentos inerentes à profissão docente de Língua Inglesa, desmembrando-o nos seguintes objetivos específicos: a) identificar um perfil do Professor Iniciante de Língua Inglesa e sua destinação profissional inicial; b) identificar e analisar os diferentes conhecimentos presentes na prática docente de professores iniciantes de Língua Inglesa e c) investigar possíveis influências da mentoria em suas práticas pedagógicas. Os passos iniciais da pesquisa incluíram pesquisa bibliográfica e de literatura, e a coleta de dados empíricos se deu por conta de questionários exploratórios divulgados em grupos em redes sociais relacionados à disciplina. Dados coletados em questões de cunho quantitativo foram tratados numericamente, e questões abertas, com aspectos do Discurso do Sujeito Coletivo, aplicados a questões-chave relacionadas aos objetivos específicos. Resultados obtidos apresentaram perfis do professor iniciante de Língua Inglesa, influência da formação docente em sua prática e as influências positivas do acompanhamento de mentores ou colegas mais experientes, como aumento na confiança em em sala de aula e na construção de conhecimentos profissionais, como a fusão do conhecimento específico de Língua com o conhecimento Pedagógico, gerando o Conhecimento Pedagógico do Ensino de Língua Inglesa.
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Jesry, Abdulrahman. "Learning to teach English : untrained beginning teachers during their first year of teaching in Syria." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/18015.
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There is a growing consensus that learning to teach is a complex process. It is not only a simple matter of extending the pedagogical repertoire of content expertise. It is also about establishing oneself as a teacher within the institutional and instructional contexts of schools and classrooms and learning the norms of behaviour as well as how to respond to different sets of forces and dilemmas in the workplace. While the process of learning to teach has been well documented in general education, detailed studies on this phenomenon in the field of ELT have been rather limited in number. Further, the learning-to-teach literature has been focusing on teachers who have attended previous teacher education, but has rarely addressed the experiences of beginning teachers who start teaching without any previous preparation for the profession. This study narrates the story of learning to teach within the field of ELT as experienced by untrained beginning teachers in the first year of their teaching experience in Syria. Using multiple research methods such as autobiographical accounts, different kinds of interviews and classroom observation, the study aims to understand how these beginning teachers learn to teach English in private language centres. Findings suggest that the first-year experiences of learning to teach are shaped by pre-practice influences and in-practice influences. The pre-practice influences come in the form of personal beliefs formulated during teachers' prior school experiences. These beliefs are held either consciously or unconsciously and have clear impacts on beginning teachers' current conceptions and classroom practices. The in-practice influences, on the other hand, come from the workplace settings where beginning teachers work. In these settings, beginning teachers encounter a wide range of complications and challenges and show diverse responses to both macro- and micro-level sets of contextual factors within their educational institutions and classrooms. These findings could be used as a point of departure in order to introduce changes into the curricula of teacher education programmes in the Higher Institute of Languages at the University of Aleppo and other teacher education institutions in the region.
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McGowan, Jessica E. "Training and resource guide for beginning teachers of TESOL." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/452.
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Song, Minjeong. "Beginning teachers' identity and agency : a case study of L2 English teachers in South Korea." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:920f7cf5-c02f-4205-90a7-bca08c7095cb.
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Beginning teachers' first years of professional teaching have been extensively researched as a transformative time with a focus on their coping with praxis shock. Whilst the subtext of the literature often positions entrant teachers as in need of support and guidance at large, little research has concerned their agency at work, that is, how they create and recreate their opportunities for learning and development. The present study follows four beginning L2 English teachers' first year of teaching in two public high schools in South Korea and aims to understand how they navigate, make sense of, and act in and on the materialised worlds of teaching. To be specific, the study explores the thesis that beginning teachers' progression from university to work brings about their experiencing of consequential transition (Beach, 1999), that is, reshaping of identity, knowledge and skills. Drawing on Holland, Lachicotte, Skinner and Cain (1998), the study posits one's identity as objectified self-images which organise the person's actions in and on practices, hence a tool of agency, and applies the concept of identity as an analytic tool to examine the dialectic of person and practices. Also, Hedegaard's (2012) model, especially the notions of a social situation of development and an activity setting, is utilised to further delineate the dynamics entailed in beginning teachers' emergent identity and practices. The participants were interviewed prior to and at multiple time points throughout the school year 2013. Classroom observation was used to capture their emergent identity and practices and informed the interviews. The findings revealed some embedded contradictions which fuelled the beginning teachers' ambivalence towards how to objectify themselves as professionals. Their access to the world of teaching was granted based on the cultural logic that to be a teacher is to be proficient in subject matter, whilst their knowledge of pedagogy was almost ignored. In the classroom, however, their linguistic competence, that is, the core of their identity, was almost dismissed as irrelevant, since the virtue of subject teaching was gauged by its utility for test performance and achievement. Such a forceful motive of teaching to the test meant that the novice teachers all had to acquire the new identity of an exam coach. They also had to cope with other institutional demands, for which they had no prior formal training and structured guidance or support on site. They thus had to become self-reliant to improvise the kind of school identity expected of them. Especially, homeroom care duties were experienced as a make-or-break challenge for the new teachers. The findings point to suggestions for how to assist beginning teachers' transition to professional teaching in the South Korean context. First, the nation's initial teacher education (ITE) should expand how teaching and learning to teach are conceptualised in order to enhance the relevance of beginning teachers' initial identity to what happens in school practices. Second, ITE should incorporate more practice-oriented pedagogy to assist student teachers' development of true concepts for resilient initial identity. Finally, schools should promote teachers to engage with relational work (Edwards, 2010a) so that schools could create a culture in which inquiry and collaboration are nurtured for sustained professional dialogue and interaction, where new teachers also are invited and supported to question and clarify what matters in practices and pave their ways to become resilient professionals.
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Tang, Elaine Hau Hing. "Experience of and support for beginning English teachers : a qualitative Hong Kong case study." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/49811/.
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This thesis reports on qualitative case study research into the experience of six novice English teachers in Hong Kong (HK). It describes their perceived experience, particularly the problems and challenges they encountered, as well as the induction and mentoring support they received during the first year of teaching. While the benefits of different forms of induction support (mentoring in particular) have been established, few studies have focused on specific factors that affect the perceived effectiveness of mentoring, from the point of view of both the mentors and the mentees. The current study therefore breaks new ground in investigating the perspectives of different stakeholders in the mentoring process. What is more, the majority of research reports the nature of the first year of teaching in one snapshot, often not paying attention to the professional development and changes throughout the year. The study follows a group of novice language teachers for the whole of their first year in teaching. The purpose of the case study is to give voice to the perspectives of individual novice teachers within the complex wider sociocultural context that these teachers have to negotiate. Consequently, the thesis begins by establishing key aspects of the HK context that impact on the experience of HK teachers and especially that of novice teachers in their first year. It then provides a literature review that details important contributions to an international understanding of induction and mentoring, as well as relating these to the specific HK situation. After presenting the research methodology and the issues involved, the thesis provides a discussion that both details the needs and challenges of the six participating novices and investigates the provision and perception of school-based induction and mentoring, as well as the roles these mechanisms play in their professional development, support and socialisation. As a subsidiary research question, the project also investigates whether and how the Induction Tool Kit (ACTEQ, 2009), the first official document supporting HK schools in providing support for beginning teachers, is used in schools the participants teach in. It also examines how challenges of first-year teachers, support for them, and professional development are understood by ACTEQ, the commission that advises the HK government on teacher education and development policies, manifested in the design and language of the tool kit. These are compared to the actual experience of the participating novices in the case study. The thesis concludes by suggesting the implications of the findings, as well as providing recommendations on how ACTEQ, teacher-training universities and schools can better support novice English language teachers and their mentors. The limitations of the project and ways of disseminating the findings will also be discussed after outlining these contributions.
Books on the topic "Beginning english teacher"
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McCann, Thomas M. Supporting beginning english teachers: Research and implications for teacher induction. National Council of Teachers of English, 2005.
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Dybwad, G. L. James A. Michener: The beginning teacher and his textbooks. The Book Stops Here, 1995.
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Succeeding with English language learners: A guide for beginning teachers. Corwin Press, 2006.
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Ofsted. Secondary Initial Teacher Training partnership based on University of Greenwich, Avery Hill Campus, Avery Hill Road, Eltham, SE9 2HB: English - re-inspection : inspected 19-20 January 1998, 23-24 February 1998, and week beginning 8 June 1998. Ofsted, 1998.
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Molina, Sarina Chugani. Teaching English in local and global contexts: A guidebook for beginning teachers in TESOL. S. Molina], 2013.
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Siska, Heather Smith. Cowichan tribes' beginning Hul' q̲umi'num': A language guide for parents, teachers and learners. Cowichan Tribes Cultural and Education Centre, 1999.
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Uhlenbeck, Anne Marie. The development of an assessment procedure for beginning teachers of English as a foreign language. ICLON Graduate School of Education, Leiden University, 2002.
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Schmidt, Patricia A. Beginning in retrospect: Writing and reading a teacher's life. Teachers College Press, 1997.
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Qing jing hua yu: Chinese for everyday scenarios : beginning Mandarin Chinese for native English speakers and Chinese teachers. Tong yi chu ban she you xian gong si, 2012.
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Savage, K. Lynn. Teacher Training Through Video: Beginning Literacy. Addison Wesley Publishing Company, 1997.
Find full textBook chapters on the topic "Beginning english teacher"
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Ravimandalam, Seetha. "English Exam Prep." In Beginning Teachers. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_6.
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Trzebiatowski, Kamil. "Building Academic Language in Learners of English as an Additional Language: From Theory to Practical Classroom Applications." In NQT: The Beginning Teacher's Guide to Outstanding Practice. Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714661.n11.
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Lim, Donna, Linda Mary Hanington, and Willy Renandya. "Empowering Beginning EL Teachers in Literacy Pedagogical Practices." In Initial English Language Teacher Education. Bloomsbury Publishing Plc, 2017. http://dx.doi.org/10.5040/9781474294430.0010.
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Williams, Yvonne. "Continuing the mentoring of beginning English teachers beyond their intitial teacher training." In Mentoring English Teachers in the Secondary School. Routledge, 2019. http://dx.doi.org/10.4324/9780429490477-14.
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Wilson, Amanada K. "Teacher Tales About Professional Development in an Evolving Profession." In Formación de docentes en universidades latinoamericanas. Editorial Uniagustiniana, 2019. http://dx.doi.org/10.28970/9789585498273.05.
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This chapter presents the results of an investigation which explores the impact on in-service teacher development resulting from an evolution in English language teaching in Mexico. Using a qualitative approach grounded in sociocultural theory, it presents the narrated stories of seven English language teachers whose experiences span a period of almost a quarter of a century at a public university in central Mexico. Their development as teachers is seen through the re-living, telling, and re-telling of their lived experiences viewed through a Vygotskian lens. A thematic re-storying system is used to analyze the data collected, revealing common themes beginning with the participants’ entry into the profession, their socialization into the community of teachers, and ultimately, their motivation to develop as teachers. This study is not meant to offer an exhaustive review of all teachers throughout the country, but through these narrated stories, both the how and the why of participants’ in-service teacher development tell a bigger story of a winding path from institutionally-promoted teacher training to self-motivated teacher development and a growing sense of professionalism.
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Robertson, Laura, and Renee M. R. Moran. "Teacher Perspectives on Science and Literacy Integration." In Advances in Early Childhood and K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6364-8.ch020.
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In this chapter, the authors discuss teachers' perspectives on science and literacy integration in secondary classrooms. Beginning with teacher belief, the authors posit that teachers must first believe in the value of science and literacy integration to themselves, their students, or to district, curriculum, or assessment goals in order to implement integration. After belief in the value of integration is established, teachers vary in their approaches to implementation. Analysis of focus group data from middle and high school English language arts (ELA) and science teachers reveals patterns in frequency, strategies, and barriers to integration by subject area. In conclusion, the authors offer a framework for integration that explains teachers' approaches to integration at the classroom and team levels and suggests methods for advancing science and literacy integration.
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Treiman, Rebecca. "Introduction." In Beginning to Spell. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195062199.003.0004.
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To be literate, people must be able to read and to write. There has been a large amount of research on the first aspect of literacy, reading. We now know a good deal about how adults read and about how children learn to read. We know much less about the second aspect of literacy, writing. One aspect of learning how to write is learning how to spell. How do children manage this, especially in a language like English that has so many irregular spellings? That is the topic of this book. In this book, I present a detailed study of the spellings produced by a group of American first-grade children. I ask what the children’s spellings reveal about their knowledge of language and about the development of spelling ability. In these days of computerized spelling checkers, is learning to spell correctly still necessary for being a good writer? I believe that it is. In her review of research on beginning reading, Marilyn Adams (1990, p. 3) states that “the ability to read words, quickly, accurately, and effortlessly, is critical to skillful reading comprehension— in the obvious ways and in a number of more subtle ones.” Similarly, the ability to spell words easily and accurately is an important pan of being a good writer. A person who must stop and puzzle over the spelling of each word, even if that person is aided by a computerized spelling checker, has little attention left to devote to other aspects of writing. Just as learning to read words is an important part of reading comprehension, so learning to spell words is an important part of writing. In the study reported in this book, I focus on a group of American first-grade children who were learning to read and write in English. These children, like an increasing number of children in America today, were encouraged to write on their own from the very beginning of the first-grade year. Their teacher did not stress correct spelling. Indeed, she did not tell the children how to spell a word even if they asked.
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Treiman, Rebecca. "The Influence of Orthography on Children’s Spelling of Vowels and Consonants." In Beginning to Spell. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195062199.003.0009.
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So far, the first graders’ spellings have been studied from a phonological perspective. Spellings have been classified according to the phonemes they symbolize in order to examine children’s knowledge of the various phoneme-grapheme correspondences of English. The results of these analyses have shown that children’s spellings are built on their conceptions of phonemic structure. But orthographic influences have been visible too. As we have seen, the words that children see and read affect their own attempts to spell. In this chapter, these orthographic influences take center stage. The children’s spellings are classified according to the conventional spellings of the words that they represent in order to examine children’s knowledge of such orthographic features as digraphs and final is. The question is whether and how the conventional spelling of a word affects children’s attempts to spell the word. The special characteristics of these children’s first-grade experience make it particularly interesting to examine their learning of orthographic conventions. These children received little direct instruction in spelling. Even if they asked how to spell a word, their teacher did not tell them. The children were not explicitly taught about such orthographic conventions as the fact that ck occurs in the middles and at the ends of words but not at the beginnings of words. Did the children nevertheless pick up such conventions from the words they saw and read? For example, did they induce that ck occurs only in the middles and at the ends of words from seeing words like package and sick but not words like ckatl To anticipate the results presented in this chapter, the children did pick up this and other orthographic patterns on their own. Thus, the findings suggest that children can learn about certain orthographic conventions from their experiences with printed words, in the absence of direct instruction. The results presented in this book show that children often misspell graphemes such as ai and sh. Clearly, children have difficulty with graphemes in which two or more letters symbolize a single phoneme. Less clear, at this point, are the sources of this difficulty and the conditions under which it occurs.
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Hughes, Janette, and Lorayne Robertson. "The Power of Digital Literacy to Transform and Shape Teacher Identities." In Cases on Online Learning Communities and Beyond. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1936-4.ch004.
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In this chapter, the authors focus their attention on the case studies of three beginning teachers and their use of digital storytelling in their preservice education English Language Arts classes. They undertook this research to determine if preservice teachers who are exposed to new literacies and a multiliteracies pedagogy will use them in transformative ways. The authors examine their subsequent and transformed use of digital media with their own students in the classroom setting. One uses a digital story to reflect on past injustices. Another finds new spaces for expression in digital literacy. A third uses the affordances of digital media to raise critical awareness of a present global injustice with secondary school students. The authors explore their shifting perceptions of multiple literacies and critical media literacy and how these shifts in thinking help shape or transform their ideas about teaching and learning in English Language Arts.
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Aghai, Laila. "What Teachers Need to Know About English Language Learners' Translanguaging in the Classroom." In Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9348-5.ch007.
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This qualitative research study focuses on English language learners who are continuing their education in the U.S. high schools and examines their translanguaging in the classroom. When students are learning a second language, they use their linguistic repertoire and their knowledge in English and their native language for negotiation of meaning. In order to gain a better understanding of the students' translanguaging, one ESL teacher and 10 ESL students were interviewed and observed in a classroom. The ESL students spoke Arabic as their native language and had beginning to intermediate proficiency levels. The findings of the study showed that English language learners use various strategies to make the content comprehensible by making connections between their knowledge in their L1 and L2.
Conference papers on the topic "Beginning english teacher"
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Delplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, et al. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.
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The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.
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Rodríguez-Abruñeiras, Paula, and Jesús Romero-Barranco. "From scribe to YouTuber: A proposal to teach the History of the English Language in the digital era." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9303.
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The present paper deals with a proposal for enhancing students’ engagement in the course ‘History of the English Language’ of the Degree in English Studies (Universitat de València). For the purpose, the traditional lectures will be combined with a research project carried out by groups of students (research teams) in which two digital tools will be used: electronic linguistic corpora and YouTube. Electronic linguistic corpora, on the one hand, will allow students to discover the diachronic development of certain linguistic features by looking at real data and making conclusions based on frequencies by themselves. YouTube, on the other, is a most appropriate online environment where students will share a video lecture so that their classmates can benefit from the research work they did, fostering peer-to-peer learning. The expected results are to make students more autonomous in their learning process, as they will be working on their project from the very beginning of the course; and to engage them more effectively since they will be working in a format that resembles what they do at their leisure time.
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Thị Thảo dang, ly, Sean Watts, and Trung Quang Nguyen. "Massive Open Online Course: International Experiences and Implications in Vietnam." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3745.
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Aim/Purpose: This research critically reviews literature examining the prior empirical and case study research studies to help educators and to shape the conceptual framework of what and how to prepare for MOOCS (Massive Open Online Courses), especially in Vietnam, SouthEast Asia, and developing countries. Background: MOOCs are a disruptive trend in education. Several initiatives have emerged recently to support MOOCS, and many educational institutions started offering courses as MOOCS. Designing a MOOC is not an easy task. Educators need to face not only pedagogical issues, but logistical, technological, and financial issues, as well as how these issues relate and constrain each other. The ‘MOOC’ phenomenon is only just beginning to register with many educational policy makers in Vietnam. Currently, little guidance is available for educators to address the design of MOOCs from scratch keeping a balance between all these issues. Methodology: This study is a qualitative, case study and participant observation research with critical analysis of literature on MOOCs toward implementation of online learning in Vietnam. It began as a broad search for research on online teaching and the authors went into participant observation in courses in Vietnam and elsewhere. Contribution: Until now, designing a MOOC has not yet fully considered applications in non-native English speaking countries, such as Vietnam. This study gives guidance for educators to address the design of MOOCs from scratch keeping a balance between identified issues to shape the conceptual framework of what and how to prepare for MOOCS. Main MOOC development foci should be teachers and learners’ attitudes, as well as infrastructure toward teaching and learning in cyberspace specifically in Vietnam and SouthEast Asia.