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Gotowe bibliografie tematyczne / Novice teachers

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Gotowa bibliografia na temat „Novice teachers”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Novice teachers"

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Pogodzinski, Ben. "Socialization of Novice Teachers." Journal of School Leadership 22, no. 5 (2012): 982–1023. http://dx.doi.org/10.1177/105268461202200507.

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Guided by new structuralism theory, this study examined the context of novice teacher socialization, identified the frequency and substance of interactions between novice teachers and their mentors and other colleagues, and reported on novices’ evaluation of the support that they received. Data were collected through semistructured interviews with district human resource directors and teacher association presidents, as well as surveys of novice teachers in six districts in Michigan and five districts in Indiana. Findings suggest that researchers should examine the informal social structure wit

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Quoc, Trinh, Tran Duyen, and Le Thanh. "Novice Teachers’ Professional Identity Reconstruction." International Journal of Educational Methodology 8, no. 3 (2022): 449–64. http://dx.doi.org/10.12973/ijem.8.3.449.

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<p style="text-align: justify;">A transition from pre-service training programs to teaching is a dramatic and somehow painful experience for novice teachers. The question is what difficulties novice teachers face and how they negotiate their professional identity to cope with difficulties and find joys in their career. This study is aimed to investigate novice teachers’ professional identity reconstruction, from their imaged-identities to their practiced identities. The use of semi-structured interviews collected data from four Vietnamese English as a foreign language (EFL) novice teache

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Guellouma, Rima, and Imene Bilouk. "Teachers’ Collegiality: A Professional Development Tool for Algerian Novice Teachers." Acta Educationis Generalis 14, no. 3 (2024): 138–59. http://dx.doi.org/10.2478/atd-2024-0024.

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Abstract Introduction: This research aims to discover the role of collegiality, as one of the internationally recognized tools for continuous professional development, in the professional growth journey of both novices and experts to give an insight into how effective, forming and maintaining healthy positive relationships, is to novice teachers per se. Methods: The research used a mixed-method approach to investigate the research questions. It included 18 teachers from the Department of English, Blida2 University; 8 novices, and 10 experts. The research used two questionnaires; one dedicated

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Goolsby, Thomas W. "A Comparison of Expert and Novice Music Teachers' Preparing Identical Band Compositions: An Operational Replication." Journal of Research in Music Education 47, no. 2 (1999): 174–87. http://dx.doi.org/10.2307/3345722.

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This replication is the third causal-comparative study of expert and novice instrumental music teachers seeking to determine characteristics that may define successful, outstanding band directors, using methodology refined in two previous studies (Goolsby, 1996, 1997). Here, 10 expert and 10 novice teachers prepared an identical composition for a rated performance. A total of 216 rehearsals were analyzed to establish frequency distributions for 30 teaching and performance variables and for sequential patterns of instruction. Results showed that novices used more time overall and spent more tim

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Bettini, Elizabeth A., Nathan D. Jones, Mary T. Brownell, Maureen A. Conroy, and Walter L. Leite. "Relationships Between Novice Teachers’ Social Resources and Workload Manageability." Journal of Special Education 52, no. 2 (2018): 113–26. http://dx.doi.org/10.1177/0022466918775432.

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Novice special education teachers (SETs) consistently report feeling overwhelmed by their workloads, and their perceptions of their workloads predict outcomes of concern, such as burnout and plans to quit teaching. Yet, to date, research provides few insights into feasible strategies school leaders could use to help novices better manage workloads. Therefore, we examined how school social resources contribute to novice SETs’ and general education teachers’ (GETs) perceptions of workload manageability. We found that novice SETs’ perceptions of workload manageability were predicted by instructio

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Ally, Mussa Shabani, and Daphina Libent-Mabagala. "Examining the Effectiveness of Mentoring Process in Developing Teaching Competencies of Secondary School Novice Teachers: A Case of Mbeya Region in Tanzania." European Journal of Education and Pedagogy 3, no. 3 (2022): 156–59. http://dx.doi.org/10.24018/ejedu.2022.3.3.355.

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Mentoring programmes are cost effective for both novices and practicing secondary school teachers as when carried out earlier, become competent and confident. Yet, a few studies have been conducted in Tanzania in particular Mbeya region on the matter. The study examined the effectiveness of mentoring process in developing teaching competencies of the secondary school novice teachers in Mbeya region, Tanzania. Padua’s theory, Social cognitive theory and Herzberg two factor theories guided the study. Case study design with mixed approaches was used. A sample size of 110 novice and experienced te

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Khan, Aftab, Farooq Nawaz Khan, Sajjad Hussain, Fazal Wajid, and Noor Ul Ahad Mian. "Bridging the Gap: Exploring Professional Expectations of Novice Teachers from Veteran Secondary School Teachers." Knowledge 4, no. 1 (2025): 105–15. https://doi.org/10.63062/tk/2k24a.31040.

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This paper explores the professional expectations of novice teachers from veteran secondary school teachers and their effect on the workplace environment. The research methodology was based on the qualitative-interpretive approach. The participants were 10 novice teachers from different Government High Schools, and thematic analysis was conducted. The findings described a gap between novice teachers' expectations from veteran teachers and its effect on the workplace environment in case of a shortfall of expectations. The researchers recommend focusing on an individual guidance program for ever

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Hamdan, Norhaiza, Juliana Othman, and Yueh Yea Lo. "ENHANCING ESL NOVICE TEACHERS’ PROFESSIONAL DEVELOPMENT: ROLES OF PEERS IN OBSERVATIONAL LEARNING THROUGH PEER MENTORING." LLT Journal: A Journal on Language and Language Teaching 27, no. 2 (2024): 866–77. http://dx.doi.org/10.24071/llt.v27i2.8411.

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The transition from pre-service training to real-world classrooms can be daunting for novice English as a Second Language (ESL) teachers. A qualitative multiple-case study approach was employed to determine the impact of peer mentoring on ESL teachers’ professional development through mutual classroom observations. Specifically, peer mentors’ guidance on novice ESL teachers in developing effective instructions was appraised by applying Lortie’s (1975) apprenticeship of observation. The data were collected through interviews with three novice ESL teachers from public primary schools who partici

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İLÇİN, Mehmet, and Mustafa SARIGÜL. "Novice Teachers' Views on the Effectiveness of the Novice Teacher Training Program." Journal of Elementary Education: Theory and Practice (JELEDU) 1, no. 1 (2023): 83–133. https://doi.org/10.5281/zenodo.8406427.

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The main purpose of this study is to determine the opinions of novice teachers about the effectiveness of the novice teacher training program. In line with this purpose, the opinions of novice teachers on the effectiveness of the sub-steps of the process (lesson planning/preparation/evaluation, lesson practice, lesson monitoring, in-school observation and practices, out-of-school activities, in-service trainings, forms, reading books and watching movies, evaluation process) and the contributions of mentor teachers and school administrations to their personal and professional development were t

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Ewing, Lee-Ann. "Mentoring novice teachers." Mentoring & Tutoring: Partnership in Learning 29, no. 1 (2021): 50–69. http://dx.doi.org/10.1080/13611267.2021.1899585.

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Rozprawy doktorskie na temat "Novice teachers"

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Pettway, Martha Lee Williams Spencer William Allen. "Novice teachers' assessment of their teacher education programs." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/PETTWAY_MARTHA_27.pdf.

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Slye, Gail Lynn. "The relationship between teacher empowerment and teacher satisfaction for novice and veteran teachers /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946296.

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Hooten, Dorleen Billman. "Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84221/.

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New teachers begin the school year with optimism and enthusiasm, but their excitement quickly wanes as they encounter the realities of the everyday life of a teacher. When they do not experience the successes they predicted, many begin to doubt their capabilities, which results in a lowered sense of teaching efficacy. This descriptive study was designed to identify the contextual factors novice teachers perceive as influences on personal teaching efficacy and to examine the relationships between the factors. Two groups of novice teachers who were concurrently enrolled in a post-baccalaureate a

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Taneri, Pervin Oya. "A Study On Novice Classroom Teachers&#039." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605479/index.pdf.

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The purpose of the study was to explore the problems of first three-year classroom teachers who graduated from regular teacher education programs and alternative certificate programs. The study also aims at examining the problems in relation to the type of certification, gender, cities they work in, institutions they graduated from, age, graduation year, recruitment year, teaching practice, number of teachers in the schools, class size, and type of classroom they teach. The subjects of this study were elementary school classroom teachers, from Ordu, Samsun and Sinop. A total of 300 teachers in

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Franco, Yvonne. "Novice Teachers' Stories of Solving Problems of Practice." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5948.

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National attention given to heightening the quality of educators, calls attention to the practices used by programs to prepare teachers (CAEP, 2013). The Council for the Accreditation of Educator Preparation (CAEP) requires evidence novice teachers “apply the professional… skills and dispositions preparation experiences were designed to achieve” (p.13). Grounded in reflection, teacher inquiry serves as a pedagogical practice to prepare teachers to systematically learn from their problems of practice (Shulman, 1986; Yendol-Hoppey & Franco, 2014). Despite evidence teacher inquiry leads preservic

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Becht, Kori Alice. "School and District Leadership and the Job Satisfaction of Novice Teachers: How Central Office Leaders Support Novice Teachers." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106712.

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Thesis advisor: Dr. Lauri Johnson<br>This qualitative case study examined the perceptions of novice teachers and central office leaders in one Massachusetts school district about the job satisfaction of novice teachers. Data was gathered from interviews with school and district leaders and novice teachers as well as through the analysis of district documents in order to identify central office practices that contributed to novice teachers’ job satisfaction. The findings indicated a strong connection to the district’s mentoring practices and novice teachers’ job satisfaction. However, while cen

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Moser, Morgan Elizabeth. "Understanding How Novice Teachers Utilize Online Collaboration." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/531.

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AN ABSTRACT OF THE DISSERTATION OF MORGAN E. MOSER for the Doctor of Philosophy degree with a concentration in Curriculum and Instruction, presented June 26, 2012, at Southern Illinois University Carbondale. TITLE: UNDERSTANDING HOW NOVICE TEACHERS UTILIZE ONLINE COLLABORATION MAJOR PROFESSOR: Dr. Joyce Killian This investigation focused on the different forms of online collaboration used by current novice teachers in rural districts in Illinois. Two main research questions guided this study: 1) How do novice teachers use online collaboration? and 2) How does online collaboration affect thei

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Warner, Wendy Jacklyn. "Career experiences of novice urban agriculture teachers." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015607.

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Farnan, Shantel. "Professional Collaboration Experiences| Perceptions of Novice Teachers." Thesis, University of Missouri - Columbia, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10629009.

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<p> There is a gap in the research regarding structured collaborative processes and experiences that draws a parallel to the disconnections discovered between what is needed to be a successful teacher candidate in the field and what is taught through coursework and the lack of authentic experiences in teacher preparation programs such as collaboration. This qualitative case study seeks to expand the extant research by understanding and identifying perceptions and comfort with collaboration, as well as its impact. The study outlined one universities approach to strive to meet the competencies f

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McElroy, Gloria Freels. "Novice Teachers Perceptions of Prior Mentoring Experiences." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1491.

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More than 50% of novice educators leave the profession in the first 5 years of service. Novice educators were defined as educators with 5 or fewer years of teaching experience. The State of Tennessee has estimated the cost for that decision to around $28,000.00 per teacher for each local educational authority. Many researchers believe mentoring increases novice satisfaction in the classroom. Even though many enter the field of education, Freedman and Appleman (2009) found that teachers leave the profession in rates higher than other professions. Ingersoll and Merrill (2010) showed the annual t

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Książki na temat "Novice teachers"

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Lu, Xiaoli. Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1.

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McCarney, Stephen B. The novice educator's guide. Hawthorne Educational Services, 1991.

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Beynon, Carol A. Learning-to-teach: Cases and concepts for novice teachers and teacher educators. Prentice Hall, 2001.

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C, Farrell Thomas S., ed. Novice language teachers: Insights and perspectives for the first year. Equinox Pub., 2008.

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Goor, Mark B. To think like a teacher: Cases for special education intern and novice teachers. Allyn and Bacon, 2002.

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Ribas, William B. Maximizing teaching success: A book for novice teachers, veteran teachers newly hired to a district, their supervisors, their mentor teachers, district mentor/induction coordinators and human resources professionals. Ribas Publications, 2003.

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Allen, Jennifer Ann. Should I Stay or Should I Go? Accomplished Novice Urban Teachers Explain Their Decisions. [publisher not identified], 2020.

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A, Boshuizen Henny P., Bromme Rainer 1951-, and Gruber Hans 1960-, eds. Professional learning: Gaps and transitions on the way from novice to expert. Kluwer Academic Publishers, 2004.

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Rominger, Lynne. Your first year as an elementary school teacher: Making the transition from total novice to successful professional. Prima Pub., 2001.

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Abdullah-Sani, Azizah Siti Zaleha. An analysis of the development of teacher belief constructs during teaching practice and in the novice year of teaching: A case study of English language teachers in the Malaysian context. typescript, 2000.

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Części książek na temat "Novice teachers"

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Seralp, Ekrem, and Carol Griffiths. "Novice Teachers and Burnout." In Teacher Burnout from a Complex Systems Perspective. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-85024-0_7.

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Lu, Xiaoli. "Literature Review and Theoretical Framework." In Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_2.

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Lu, Xiaoli. "The Mentorship For Doris, Jerry, And Tommy." In Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_7.

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Lu, Xiaoli. "The Case of Tommy." In Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_6.

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Lu, Xiaoli. "Discussion And Conclusion Of The Study." In Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_8.

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Lu, Xiaoli. "The Case of Jerry." In Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_5.

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Lu, Xiaoli. "Research Methodology and Study Design." In Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_3.

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Lu, Xiaoli. "Introduction." In Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_1.

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Lu, Xiaoli. "The Case of Doris." In Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_4.

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Miyazato, Kyoko. "Native vs. non-native and novice vs. expert." In Team Teachers in Japan. Routledge, 2023. http://dx.doi.org/10.4324/9781003288961-3.

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Streszczenia konferencji na temat "Novice teachers"

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García-Valcarce, David, Estíbaliz Lacalle, and Felipe Martínez-Pastor. "TEACHER MENTORING IN HIGHER EDUCATION: AN EXPERIENCE WITH NOVICE TEACHERS AT THE PRE-DOCTORAL AND POST-DOCTORAL LEVELS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1643.

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Simon, Eitan, and Aviva Hazel Dan. "The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges ." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5461.

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The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges .The first year in the field of teaching after finalising the formal training is a year of great expectations and anticipation on the side of the novice teachers, as well as feelings of nervousness and lack of confidence. The literature addresses this subject from the aspect of teachers in school, where it has been found that it is a period of challenges, dilemmas and difficulties. Little though has been written from the aspect of kindergarten teachers. The authors assumed that novice kindergarten teachers experienc

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Bowen, Brian. "Novice teachers interpretation of fractions." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-133.

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Wan, Sally Wai-Yan. "Social Norms and Teacher Leadership: From Novice Teachers' Perspective." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1577414.

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Ismagilova, Liliya R. "Novice Teachers Competency Through Scientific Research." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.37.

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Chen, Bin, and Yuanyuan Zhang. "Novice English Teachers’ Learning to Teach." In 2015 International Conference on Arts, Design and Contemporary Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icadce-15.2015.181.

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Seals, Cheryl. "Visual programming for novice programmer teachers." In the 2005 conference. ACM Press, 2005. http://dx.doi.org/10.1145/1095242.1095254.

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Seals, C. "Visual programming for novice programmer teachers." In 5 Richard Tapia Celebration of Diversity in Computing Conference. IEEE, 2005. http://dx.doi.org/10.1109/rtcdc.2005.201638.

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Quaynor, Laura. "Novice Teachers' Perspectives on Preservice Teacher Preparation for Multilingual Learners." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1432363.

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Solodkova, Irina M. "Role Of Mentoring In Novice Teachers Adaptation." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.90.

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Raporty organizacyjne na temat "Novice teachers"

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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about

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Saavedra, Juan, Dario Maldonado, Lucrecia Santibanez, and Luis Omar Herrera Prada. Premium or Penalty? Labor Market Returns to Novice Public Sector Teachers. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w24012.

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Tan, Steven Kwang San, Isabella Yuen Fun Wong, Seck Heong Tan, and Helen Kwee Fong Low. Beginning physical education teachers’ experience of continuing professional development and school-based mentoring. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22611.

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The transition from being students to first-year teachers can be a satisfying journey, and yet has the potential to be a significantly challenging life transition for many beginning teachers, and it is not different for any physical education (PE) teachers. This is especially so when these novice teachers are expected to fulfill similar roles and responsibilities as their more experienced counterparts in the schools. There is without a doubt that teacher education programmes provide the opportunities for these novices to develop their expected skills, knowledge, and attitudes to become qualifi

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Hwa, Yue-Yi. Choose and Curate toward Commitment to Capable and Committed teachers (5Cs): A Set of Principles for Teacher Career Reform. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ib_2023/02.

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Classroom teaching is complex. This means that pursuing a vision of empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning requires a systemic approach to teacher career reform. One such approach is a set of principles called the 5Cs: choose and curate toward commitment to capable and committed teachers.1 Education authorities must initially choose prospective teachers based on the best available information. Education authorities should also designate the novice phase as a period of curation involving extensive sup

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Daniels, Jacqulyn. The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6284.

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Mitchell, Nancy. An Action Research Study to Determine the Feasibility of Using Concept Maps as Alternative Assessments by a Novice Teacher. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.603.

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Zhang, Ye. Introduction to Matlab (Free 2-Hour Seminar). Instats Inc., 2024. http://dx.doi.org/10.61700/mstek9cp5r7gk1290.

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Introduction to MATLAB is a FREE short course designed to equip researchers with basic MATLAB skills, i.e., write, understand, and run commands/scripts and visualize results with the Matlab IDE. The course is useful for MATLAB novices or someone needing a refresher. It does not cover advanced topics such as toolboxes, object based programming, and HPC. Though it is the first seminar and part of the pre-requisite materials for a Geostatistics workshop Professor Zhang teaches, it can also act as a standalone tutorial for MATLAB.

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