scholarly journals Difficulties Experienced by Special Education Novice Teachers in Their Induction Year, At the Various Special Education Frameworks in Israel: Outline of a Research Study

2015 ◽  
Vol 37 ◽  
pp. 377-392
Author(s):  
Nava Bar
Keyword(s):  
Special Education ◽  
Novice Teachers ◽  
Research Study ◽  
Induction Year

Special Education Mentoring within the Context of Rural Schools

2005 ◽  
Vol 24 (2) ◽  
pp. 3-10 ◽  
Author(s):  
Carolyn Babione ◽  
Catherine Shea
Keyword(s):  
Special Education ◽  
Training Program ◽  
Novice Teachers ◽  
Rural Schools ◽  
Special Education Teachers ◽  
Rural School ◽  
Mentor Training ◽  
Teacher Mentors ◽  
School Settings ◽  
One Year

This article describes a one-year rural mentor training program designed for novice special education teachers and their teacher mentors. Mentoring efforts to encourage collaboration and collegiality run counter to age-old norms of autonomy and congeniality in the school settings. However, collaborative forums can provide support for both experienced and novice teachers to engage in ‘critical friendships’ through discussions on the dilemmas, ambiguities, and paradoxes identified within the contexts of their rural school settings.

scholarly journals Exploring the reflective typology of novice EFL teachers in a Thai university

2021 ◽  
Vol 10 (2) ◽  
pp. 668
Author(s):  
Thidaporn Jumpakate ◽  
Jeffrey Dawala Wilang ◽  
Corsica Kong
Keyword(s):  
Professional Development ◽  
Grounded Theory ◽  
Action Research ◽  
Novice Teachers ◽  
Research Study ◽  
Novice Teacher ◽  
Data Sets ◽  
Specific Event ◽  
Efl Teachers ◽  
Emerging Themes

<span lang="EN-US">This paper presents the reflective typology elicited from the three data sets of reflective writings written by novice teachers in Thailand's university context</span><em><span lang="TH">. </span></em><span lang="EN-US">As part of an action research study to improve a novice teacher</span><em><span lang="TH">’</span></em><span lang="EN-US">s professional development, two teachers volunteered to write reflections for a semester of their assigned courses</span><em><span lang="TH">. </span></em><span lang="EN-US">Three data sets of reflective writings were submitted at the end of a 16</span><em><span lang="TH">-</span></em><span lang="EN-US">week semester</span><em><span lang="TH">. </span></em><span lang="EN-US">Due to our desire to provide a more meaningful interpretation of the reflective writings, grounded theory was used, resulting in two emerging themes-descriptive code, which refers to the description of a specific event in the classroom, and reflective code, which include acts in the classroom where the teacher considered an option and reflected on it</span><em><span lang="TH">. </span></em><span lang="EN-US">In the typology derived from our study, reflections on teaching, students, and self are common among three data sets</span><em><span lang="TH">. </span></em><span lang="EN-US">Moreover, the instructional act is a common specific code in both descriptive and reflective codes</span><em><span lang="TH">. </span></em><span lang="EN-US">The typology can be used to investigate novice teachers</span><em><span lang="TH">’ </span></em><span lang="EN-US">reflective acts to further their professional development</span><span lang="IN">.</span>

scholarly journals Irakasle ofizioa ikasten: Practicumaren esperientzia

Tantak ◽  
2019 ◽  
Vol 30 (2) ◽  
pp. 117-151
Author(s):  
Itziar Iriondo Arana ◽  
Itziar Plazaola ◽  
Teresa Zulaika
Keyword(s):  
Work Environment ◽  
Novice Teachers ◽  
Research Study ◽  
Activity Analysis ◽  
Teaching Skills ◽  
Training Environment ◽  
Teaching Practicum ◽  
Training Approach ◽  
Education Activity ◽  
And Training

ABSTRACTThis paper presents the results of a research study focusing on a training environment designed to foster the teaching skills of novice teachers. The study is located within the field of videobased training, which in turn forms part of the research and training approach known as activity analysis. The focus of study is a teaching Practicum. Identifying the process through which novice teachersmust go to become expert teachers leads us to explore a highly complex and interlinked series of phenomena. The paper will highlight the specific characteristics of novice teachers’ activity, the development of their training, one typical activity linked to language teaching and the need for collaborationagreements between schools and universities.KEYWORDS: teacher education, activity analysis, self-confrontation, work environment, Practicum.LABURPENAIrakaslegaiak hizkuntzaren irakaskuntzan trebatzeko antolatutako prestakuntza inguramenduaren ikerketaz arituko gara artikulu honetan. Lana bideo-formazioaren esparruan kokatzen da, jardueraren azterketa izeneko prestakuntza eta ikerketa korrontean. Practicumaren esperientzia du aztergune. Irakasle hasiberriak aditu bihurtzeko garatu behar duen ibilbidea ezagutzeak elkarlotutako fenomenoen konplexutasunera garamatza. Artikuluan zehar azpimarratuko dira hasiberriaren jardueraren berariazkotasuna, horren prestakuntzaren garapena, hizkuntzaren didaktikarekin lotutako jarduera tipiko bat eta eskolaren eta unibertsitatearen arteko hitzarmen beharra.GAKO-HITZAK: irakasleen prestakuntza, jardueraren azterketa, autobehaketa, prestakuntza inguramendua, Practicumaren esperientzia.

scholarly journals Challenges of Novice Teachers and Strategies to Cope at Secondary Level

2020 ◽  
Vol V (I) ◽  
pp. 403-416
Author(s):  
Gulzar Ahmed ◽  
Waqar Un Nisa Faizi ◽  
Sana Akbar
Keyword(s):  
Novice Teachers ◽  
Disruptive Behavior ◽  
School Environment ◽  
Research Study ◽  
Secondary Level ◽  
Job Retention ◽  
Head Teachers ◽  
Pedagogical Skills ◽  
Percentage Standard Deviation ◽  
Frequency Score

The main purpose of this research study was to find out challenges of novice teachers affecting their performance and suggest measures to control their attrition. Population of the study comprised all novice teachers of public sector girls secondary schools of Sahiwal, Okara and Pakpattan districts. Sample of the study consisted on 206 novice teachers randomly selected from 45 schools out of population. A self-developed questionnaire consisted on Five - point Likert scale was used to collect data, which was organized, tabulated, analyzed and interpreted by using mean score, frequency score, percentage, standard deviation and t-value. It was found that lack of conducive school environment, non-supportive head teachers attitude, lack of pedagogical skills and students disruptive behavior create hindrances for novice teachers to perform their duties in better ways. It was recommended that provision of head teachers supportive attitude and conducive school environment prove helpful in novice teachers job retention.

scholarly journals Attention to Diversity: From the Deficit Model to the Curricular Model

2007 ◽  
Vol 15 ◽  
pp. 23
Author(s):  
Pilar Arnaiz Sánchez ◽  
José-Manuel Guirao Lavela ◽  
Carlos F. Garrido Gil
Keyword(s):  
Special Education ◽  
Qualitative Analysis ◽  
Research Study ◽  
Analysis Model ◽  
Deficit Model ◽  
Mainstream Classrooms ◽  
Special Education Needs ◽  
Education Needs ◽  
Curricular Model ◽  
Attention To Diversity

This article presents a research study developed in a Primary School (3 to 12 years) in the county of Murcia (South east of Spain). The study?s aim was to establish the educational response carried out with learners with special education needs in the school. The theoretical framework reviews the course of school integration in Spain and establishes the need to work from a curricular model. The results of this study, which follows the qualitative analysis model by Doyle (1979, 1986, 1987), show the organization structures and tasks that promote participation and integration of students with special education needs in mainstream classrooms.

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