You are here:

Initiation into Teaching from the Perspective of Primary School Teachers: Differences Between Newly Qualified and Experienced Teachers
article

, , ,

NAERJ Volume 6, Number 2, ISSN 2254-7339 Publisher: University of Alicante

Full Text

Abstract

This study consists of an investigation into the experiences of new teachers in primary education in the province of Len, during their initiation into teaching. The objective was to explore how they experience this stage, and to recognize the training needs that exist along with the degree of motivation and satisfaction expressed with the measures designed for integration into teaching. The methodology used is descriptive and interpretive, ex-post-facto oriented towards a search for improvement. Research finding reveals the existence of significant gaps in initial teacher training that bears a negative influence on the subsequent professional development of the teachers involved. In this sense, the training programs designed for teachers who are initiating their career, although valued positively by both novices and experienced teachers; do not overcome their initial shortcomings. Despite the difficulties, however, new teachers show a general feeling of satisfaction with the stage in which they initiate their teaching.initiate their teaching.

Citation

Can Rodrguez, R., Cantn Mayo, I., Arias Gago, A. & Baelo lvarez, R. (2017). Initiation into Teaching from the Perspective of Primary School Teachers: Differences Between Newly Qualified and Experienced Teachers. Journal of New Approaches in Educational Research (NAER Journal), 6(2), 103-111. University of Alicante. Retrieved January 29, 2023 from .

© 2017 University of Alicante

Keywords

References

View References & Citations Map
  1. Bartlett, L., & Johnson, L.S. (2010). The evolution of new teacher induction policy: Support, specificity, and autonomy. Educational Policy, 24(6), 847-871.
  2. Bickmore, D.L., & Curry, J. (2013). The induction of school counselors: Meeting personal and professional needs. Mentoring and Tutoring: Partnership in Learning, 21, 6–27.
  3. Bisquerra, R. (1987). Introducción a la estadística aplicada a la investigación educativa. Un enfoque informático con los paquetes BMDP y SPSSX. Barcelona: PPU.
  4. Cardona, J. (2008). Problemática actual del profesorado: Algunas soluciones. Enseñanza& Teaching, 26, 29-56. Colás, Mª P., Buendía, L., & Hernández, F. (2009). Competencias científicas para la realización de una tesis doctoral. Barcelona: Davinci.
  5. Corbell, K.A., Osbourne, J., & Rieman, A.J. (2010). Supporting and retaining beginning teachers: A validity study of the perceptions of success inventory for beginning teachers. Educational Research and Evaluation: An International Journal on Theory and Practice, 16(1), 75-96.
  6. Cuddapah, J.L., & Burtin, A.S. (2012) What All Novices Need. Educational Leadership, 69(8), 66-69.
  7. Curry, J.R., Webb, A.W., & Latham, S.J. (2016). A Content Analysis of Images of Novice Teacher Induction: First-Semester Themes. Journal of Educational Research and Practice, 6(1), 43-65.
  8. Darling-Hammond, L. (2010). Recruiting and retaining teachers: Turning around the race to the bottom in high-need schools. Journal of Curriculum and Instruction, 4(1), 16-32.
  9. Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: John Wiley& Sons.
  10. Eirín Nemiña, R., García Ruso, M., & Montero Mesa, L. (2009). Desarrollo profesional y profesionalización docente. Perspectivas y problemas. Profesorado: Revista de Currículum y formación del profesorado, 13(2), 1-13. Retrieved from http://www.ugr.es/~recfpro/rev132COL3.pdf Esteve, J.M. (1997). La formación inicial de los profesores de secundaria. Barcelona: Ariel.
  11. Esteve, J.M. (2006). La profesión docente en Europa: perfil, tendencias y problemática. La formación inicial. Revista de educación, 340, 19-40.
  12. Eurydice (2002). The teaching profession in Europe: profile, trends and concerns. Key topics in Education in Europe (Report). Brussels: Eurydice.
  13. Eurydice (2004). The teaching profession in Europe: Profile, trends and concerns. Report IV: Keeping teaching attractive for the 21st century (Report). Brussels: Eurydice. Eurydice 2012. Key Data on Education in Europe 2012 (Report). Retrieved from http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/134EN.pdf
  14. Feiman-Nemser, S. (2001). Helping Novices Learn to Teach. Lessons from an Exemplary Support Teacher. Journal of Teacher Education, 52, 17-30.
  15. Feiman-Nemser, S. (2012). Teachers as Learners. Cambridge, MA: Harvard Education Press.
  16. Ferrández, A., & Sarramona, J. (Eds.) (1987). Didáctica y tecnología de la educación (Diccionario de Ciencias de la Educación). Madrid: Anaya.
  17. García Llamas, J.L., González Galán, M.A., & Ballesteros Velásquez, B. (2001). Introducción a la investigación en educación. Madrid: UNED.
  18. Gold, Y. (1996). Beginning Teacher Support. Attrition, mentoring, and induction. In J. Sikula, (Ed.). Handbook of Research on Teacher Education. Association of Teacher Educators (pp. 548-594). New York: Macmillan.
  19. Harris, K., Jenz, F., & Baldwin, G. (2005). Who’s teaching science? Meeting the demand for qualified science teachers in Australian secondary schools. Report pre-110
  20. Howe, E.R. (2006). Exemplary teacher induction: An international review. Educational Philosophy and Theory, 38(3), 287-297.
  21. Hudson, P. (2012). How Can Schools Support Beginning Teachers? A Call for Timely Induction and Mentoring for Effective Teaching. Australian Journal of Teacher Education, 37(7).
  22. Huling, L., Resta, V., & Yeargain, P. (2012). Supporting and retaining novice teachers. Kappa Delta Pi Record, 48(3), 140-143.
  23. Hunter (2016). New Teacher Induction: A Program Evaluation (Dissertation). The College of William and Mary, University of Williansburg. Retrieved from http://publish.wm.edu/cgi/viewcontent.cgi?article=1014 & Context=etd
  24. Imbernón, F. (2007). La formación permanente del profesorado. Nuevas ideas para formar en la innovación y el cambio. Barcelona: Graó. Ingersoll, R. (2006). Understanding supply and demand among mathematics and science teachers. In J. Rhoton & P. Shane (Eds.), Teaching science in the 21st century (pp. 197–211). Arlington, VA: NSTA Press.
  25. Ingersoll, R. (2012). Beginning teacher induction: What the data tell us. Phi Delta Kappan, 93, 47–51.
  26. Jonson, K.F. (2002). Being an effective mentor: How to help beginning teachers succeed. Thousand Oaks, CA: Corwin Press.
  27. Jordell, K. (1985). Problems of beginning and more experienced teachers in Norway. Scandinavian Journal of Educational Research, 29(3), 105-121.
  28. Latorre, A., del Rincón, D., & Arnal, J. (2005). Bases metodológicas de la investigación educativa. Barcelona: Ediciones Experiencia.
  29. Le Maistre, C., & Paré, A. (2010). Whatever it takes: How beginning teachers learn to survive. Teaching and Teacher Education, 26(3), 559-564. Doi:10.1016/J.Tate.2009.06.016
  30. Luft, J.A. (2007). Minding the gap: Needed research on beginning/newly qualified science teachers. Journal of Research in Science Teaching, 44(4), 532-537.
  31. Marcelo, C. (1999). Formación de profesores para el cambio educativo. Barcelona: EUB.
  32. Marcelo, C. (2009). Los comienzos en la docencia: Un profesorado con buenos principios. Profesorado: Revista de Currículum y Formación del Profesorado, 13(1), 1-25.
  33. Montero, M.L. (2006). Profesores y profesoras en un mundo cambiante: el papel clave de la formación inicial. Revista de educación, 340, 66-86.
  34. Nasser-Abu Alhija, F., & Fresko, B. (2010). Socialization of new teachers: Does induction matter? Teaching and Teacher Education, 26(8), 1592–1597.
  35. Skilbeck, M., & Connell, H. (2003). Attracting, developing and retaining effective teachers. Canberra, Australia: Commonwealth Government of Australia. Retrieved from www.oecd.org/ dataoecd/63/50/3879121.pdf
  36. Smith, T.M., & Ingersoll, R.M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41, 681–714.
  37. Sundli, L. (2007): Mentoring—A new mantra for education? Teaching and Teacher Education, 23(2), 201-214. Doi:10.1016/J.tate.2006.04.016
  38. Veenman, S. (1984). Perceived problems of beginning teachers. Review of Education of Research, 54(2), 143-178.
  39. Villani, S. (2009). Comprehensive mentoring programs for new teachers: Models of induction and support. Thousand Oaks, CA: Corwin.
  40. Vonk, J. (1996). A knowledge base for mentors of beginning teachers: Result of a Dutch experience. In R. Mcbridge (Ed.), Teacher education policy (pp.112-134).
  41. Wong, H. (2004). Induction programs that keep new teachers teaching and improving. NASSP Bulletin, 88(638), 41-59.
  42. Zaragoza, J., Generelo, E., & Julián, J.A. (2008). Innovación docente en el marco universitario: una experiencia en el contexto de la formación inicial del maestro especialista en Educación Física. REIFOP, 8(4). Retrieved from http://www.aufop.com/aufop/uploaded_files/articulos/1229709255.pdf
  43. Zepeda, S., & Mayers, R. (2001). The new kids on the block schedule: Beginning teachers face challenges in schools. The High School Journal, 84(4), 1-11.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Links

Also Read

Related Collections