A Case Study: A Novice Teacher’s Mentoring Experiences the First Year and Beyond

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Vannessa Smith Washington
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引用次数: 1

Abstract

Serving over 1.1 million students in more than 1,800 public schools, the New York City Department of Education is the largest school district in the nation. When individuals graduate from college with a bachelor’s degree in teacher education the New York City Department of Education assign a school-based mentor for one year. The case study examined how a novice special education teacher described his reflective experiences and progress, or lack thereof. The central research question was, “What were the differences, challenges, and successes between novice teachers’ first-year experiences and their third-year mentoring experiences?” Data collection included an individual interview. Data analysis was analyzing themes by manual coding. The findings were a lack of resources and exemplary administrative support. Still, often too late, lack of available materials, qualified mentor-teacher role, impractical standard planning time, meaningful observations, and good work ethics are qualities of mentors and initial dissatisfaction without a mentor. These results can inform school districts what happens when mentors are not assigned and develop improved mentoring programs for new special education teachers. A limitation of this study was one novice teacher was interviewed, and the findings were not generalized to other novice special education teachers. However, the implication was that new teachers, especially special education teachers, need mentors in the first year of teaching and beyond. Social change may include improved mentoring programs for school districts to ensure that novice special education teachers remain in the teaching profession.
个案研究:新手教师第一年及以后的辅导经验
纽约市教育局为1800多所公立学校的110多万名学生提供服务,是全国最大的学区。当个人从大学毕业并获得教师教育学士学位时,纽约市教育局会指派一名为期一年的校本导师。本案例研究考察了一位新入职的特殊教育教师如何描述他的反思经验和进步,或缺乏这些经验和进步。研究的核心问题是,“新手教师第一年的经验和他们第三年的指导经验有什么不同、挑战和成功?”数据收集包括个人访谈。数据分析是通过手工编码来分析主题。调查结果是缺乏资源和堪称典范的行政支助。然而,通常为时已晚,缺乏可用的材料,合格的导师-教师角色,不切实际的标准规划时间,有意义的观察和良好的职业道德是导师的品质和没有导师的最初不满。这些结果可以告诉学区,如果没有分配导师会发生什么,并为新的特殊教育教师制定改进的指导计划。本研究的不足之处在于本研究只采访了一位新入职的特殊教育教师,研究结果不能推广到其他新入职的特殊教育教师。然而,这意味着新教师,特别是特殊教育教师,在教学的第一年及以后都需要导师。社会变革可能包括改善学区的指导计划,以确保新手特殊教育教师继续从事教学职业。
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
CiteScore
3.00
自引率
8.30%
发文量
48
期刊介绍: Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.
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