Negotiations and reconciliations in the first year of teaching

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-08-17 DOI:10.1016/j.tate.2024.104744

Tanya Flushman, Sarah Hegg, Megan Guise, Jesse Sanford, Nancy Stauch

引用次数: 0

Abstract

This study investigates the lived experiences and developing identities of three secondary first-year teachers, exploring the practices each employed to reconcile expectations of teaching with their realities. Authors present distinct narratives synthesized from weekly reflections and interviews, identifying factors that supported new teacher reconciliation including a strong connection to community, healthy social emotional skills, and the recalibration of the role of curriculum. This study advocates for teacher preparation programs to recognize areas of misaligned expectations and provide support for new teachers in the construction of realistic views of teaching as essential to developing teacher identity and impacting retention.

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教学第一年的谈判与和解

本研究调查了三位中学一年级教师的生活经历和身份发展，探讨了他们各自为协调教学期望与现实之间的关系而采取的做法。作者从每周的反思和访谈中归纳出不同的叙述，确定了支持新教师调和的因素，包括与社区的紧密联系、健康的社会情感技能以及课程角色的重新调整。本研究提倡教师准备课程认识到期望不一致的领域，并为新教师构建现实的教学观提供支持，这对发展教师身份认同和影响教师留任至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.