Difficulties of Beginning Teacher"s in a Single Kindergarten Class Attached to an Elementary School and the Meaning of Adaptation to Teaching Profession

2020 ◽  
Vol 21 (4) ◽  
pp. 169-192
Author(s):  
Ji-Young Ahn
Keyword(s):  
Elementary School ◽  
Beginning Teacher ◽  
Teaching Profession ◽  
Kindergarten Class

Insufficient money and inadequate respect

2019 ◽  
Vol 57 (2) ◽  
pp. 152-166 ◽  
Author(s):  
Henry Tran ◽  
Doug Smith
Keyword(s):  
College Students ◽  
Empirical Studies ◽  
Beginning Teacher ◽  
Teaching Profession ◽  
Retirement Benefits ◽  
Teacher Salary ◽  
Content Type ◽  
Teacher Strikes ◽  
The Usa ◽  
Rural Teaching

Purpose The purpose of this paper is to examine the influence of financial factors on motivating college students to consider teaching in hard-to-staff rural schools. The role of perceived respectability of the profession was also explored. Design/methodology/approach This work relies on an explanatory sequential mixed-method design, that surveyed college students across all majors at a regional public university, then interviewed a subset of participants to improve understanding. Quantitative and qualitative results were compared and synthesized. Findings Results from an ordinal logistic regression demonstrate the importance of base salary, retirement benefits and respondents’ view of the respectability of the teaching profession as influential for their willingness to teach in the rural target school district. These findings were validated by the qualitative results that found perceptions of respectability had both a joint and separate influence with salaries. Results also demonstrate that most students were amenable to rural teaching and to lower starting salaries than their current chosen occupation, provided their individual minimum salary threshold was met ( x ¯ = 36 percent above the state average beginning teacher salary). Originality/value Few empirical studies exist that examine college student recruitment into rural hard-to-staff districts via a multimodal narrative. This study addresses this, focusing on college students across majors to explore both recruitment into the district and into the profession. This work is relevant considering the financial disinvestment in traditional public education and the de-professionalization of the teaching profession that has led to the recent season of teacher strikes in the USA.

scholarly journals Beginning Teachers Conceptions Of Competence

2004 ◽  
Vol 1 (5) ◽  
Author(s):  
Helen Huntly
Keyword(s):  
Beginning Teachers ◽  
Teacher Performance ◽  
Beginning Teacher ◽  
Teaching Profession ◽  
Early Career ◽  
Teacher Competence ◽  
Early Career Teachers ◽  
Teaching Competence ◽  
The Voice ◽  
Specific Education

This paper reports the outcomes of a phenomenographic investigation of beginning teacher competence. In the research presented here, 18 beginning teachers were interviewed and the transcripts analysed to reveal how these teachers describe the phenomenon of competence. In highlighting the various conceptions of competence held by beginning teachers, the paper also outlines the variety of appraisal approaches experienced by teachers seeking entry into the profession. The competence of teachers is not a recently contested issue, nor one that is isolated to specific education contexts. More than ever before, there is worldwide debate about the authenticity of various forms of appraisal that aim to measure or judge teacher performance. Such judgements are of particular concern to early career teachers who must demonstrate ‘competence’ before they are formally accepted as members of the teaching profession. This paper seeks to add to the debate about teaching competence by providing the voice of the beginning teacher.

scholarly journals Analisis Kegiatan Kelompok Kerja Guru Pendikan Agama Islam Sekolah Dasar di Kecamatan Ilir Barat Satu Palembang

2020 ◽  
Vol 3 (1) ◽  
pp. 44-49
Author(s):  
Edi Rismawan ◽  
Akmal Hawi ◽  
Fajri Ismail
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Age Factors ◽  
Teaching Profession ◽  
School Level ◽  
School Activities ◽  
Secondary Sources ◽  
Pedagogical Competence ◽  
Processing Techniques

The teacher component has a very important role especially at the elementary school level and is the main key to the success of improving the quality of education, especially in the learning process in the classroom. For this reason, the ability of teachers needs to be improved and developed through various efforts, including through education, training and professional development such as KKG. With this, researchers are interested in researching about the KKG PAI Elementary School Activities as a forum for improving the teaching profession in the IB-1 district of Palembang. This research is a qualitative descriptive study with a phenomenological, sociological, and scientific approach. The data source of this study consisted of primary and secondary sources. Data collection techniques were carried out using interviews,participatory observation, documentation, and reference tracing. Qualitative data analysis / processing techniques use 3 stages: 1) data reduction, 2) data display, and 3) data verification. The research findings are, First, the implementation of the KKG PAI SD activities in the IB-1 Kec district of Palembang, carried out in 2 (two) forms, namely routine meetings held at least once a month and incidental meetings held in accordance with the planned time period. The Second Effects of the KKG PAI Elementary School Activity in Kec IB-1 Palembang has an impact on increasing the pedagogical competence of PAI SD teachers in improving the quality of the learning process in the classroom. Third, member contributions are divided into three parts, namely contributions in the form of material, energy and ideas. The four factors supporting the implementation of KKG PAI elementary school activities in Kec IB-1 Palembang, among others: (a) educational factors, (b) age factors, (c) motivational factors. Factors inhibiting the implementation of the KKG PAI SD activities in Kec IB-1 Palembang, include: (a) lack of enthusiasm from the teachers, (b) not getting permission, (c) funding factors, (d) IT mastery factors that have not been maximally and evenly distributed.  

scholarly journals BEGINNING TEACHER KNOWLEDGE OF EDUCATION IN THE ELEMENTARY SCHOOL: A NATIONAL SURVEY

1992 ◽  
Vol 1992 (2) ◽  
pp. i-23 ◽  
Author(s):  
Anne Reynolds ◽  
Richard J. Tannenbaum ◽  
Michael Rosenfeld
Keyword(s):  
Elementary School ◽  
Teacher Knowledge ◽  
National Survey ◽  
Beginning Teacher

scholarly journals Perspectives on The Teaching Career Beginning in Basic Education

2020 ◽  
Vol 8 (6) ◽  
pp. 120-135
Author(s):  
Carlos Alberto Lima de Oliveira Pádua ◽  
Antonia Dalva França-Carvalho
Keyword(s):  
Social Relations ◽  
Basic Education ◽  
Beginning Teacher ◽  
Teaching Profession ◽  
University Education ◽  
Teaching Career ◽  
Self Confidence ◽  
Research Findings ◽  
Context Of Learning

This article presents an analysis of the teaching career beginning in Basic Education using the beginning teacher as a reference. The study is based on the theoretical discussions of Gonçalves (2000), Huberman (2000), Guarnieri (2005), Tardif (2008), Darling-Hammond (2014), among others. For methodological development, we used qualitative research (BRASILEIRO, 2013), type case study (MEKSENAS, 2011) with input in ethnomethodology (COULON, 1995). The research was carried out in a public school and had as participants a teacher whose teaching time is less than two years, a principal and a pedagogical coordinator. The data collection techniques were observation, questionnaire, interview and field diary. Data analysis was performed based on Bardin (1977), and interpretation in accordance with Hermeneutics-Dialectics also discussed through Minayo's reflections (1998). The results indicate elements that facilitate the beginning of the teaching profession, such as commitment, respect, profile, self-confidence, among other principles. They also point out difficult elements, such as shyness and practical fragility. They also show the different challenges encountered by the teacher, especially the process of overcoming the dichotomy between training (theory) and professional practice. In general, the research findings show that the entry of the beginner teacher into the school results from a university education based on teaching and research. And, that the beginning of the teaching career explains a context of learning knowledge, characterized by the availability and proactivity inherent in pedagogical work, by the experiences of social relations between students and school professionals that converge to the construction of the teaching professional identity. Therefore, the study expands the reflection on the teaching profession from the perspective of the beginning teacher collaborating to expand this field of knowledge.

scholarly journals WHAT DO BEGINNING TEACHERS NEED FOR EFFECTIVE INDUCTION AND RETENTION IN THE TEACHING PROFESSION

2018 ◽  
Vol 28 (3) ◽  
pp. 761-766
Author(s):  
Darinka Kostadinova ◽  
Larissa Gruncheva
Keyword(s):  
Beginning Teachers ◽  
School Environment ◽  
Beginning Teacher ◽  
Teaching Profession ◽  
Educational Institutions ◽  
Critical Periods ◽  
Attrition Rates ◽  
Teaching Community ◽  
Successful Induction ◽  
The University

This paper contains the results of a study on beginning teachers’ views regarding the successful induction to the teaching profession, retention in it and the role of mentoring in this process. The study was conducted in 2018 within "The Art of Mentoring the Transition from the University to the Educational Institutions" research project of Vratsa Branch of St. Cyril and St. Methodius University of VelikoTarnovo.The first 1-2 years of the beginning teacher’s career are considered to be the most difficult and critical periods of a teacher’s career. It is often described as a time of survival for any neophyte teacher. It takes much determination and perseverance from the new teacher to remain in the teaching profession, shape his/her professional identity and find their place in a community of practice. Those who are not helped to develop staying power, ultimately leave the profession and they constitute quite a high percentage. High attrition rates recognized as a global problem among the teaching community signal a worldwide need of adequate support for new teachers.Effective induction requires high-quality mentoring and a strong supportive school environment. Knowing and understanding the needs, expectations and attitudes of the beginning teacher is the best way to overcome the hardships of the induction period and to ensure his/her successful career start.

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