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1.
初任教师的适应与思考 总被引：11，自引：0，他引：11
初任教师的入职阶段是他们在教师生涯中一个重要的部分，是他们从事教学专业工作的关键适应期，对教学的有效性、工作满意度以及职业持久性产生长久的影响。但我们对初任教师的职业适应状态不容乐观，他们往往面临“现实的冲击”，影响其留任率。本拟从师范院校、学校和初任教师三个角度，考察初任教师面临的主要问题，并从职前和入职培训两个方面，提出改善初任教师适应状态的某些建议。 相似文献
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王杨 《淮南师范学院学报》2007,9(4):104-106
初任教师是指完成了师范教育课程,被引入教师专业岗位,但尚未完全适应、胜任教学的新教师。其工作的第一年是从学生成为教师这一转变的初始适应期,在这一时期伴随着其身份和扮演的角色变化,初任教师面临着一系列的问题和挑战,因此,有必要对他们加以引导。文章在分析初任教师面临的挑战、初任教师入职引导中存在的问题的基础上,提出了初任教师入职引导的有效途径——专任教学导师制。 相似文献
3.
初任教师是指完成了师范教育课程,被引入教师专业岗位,但尚未完全适应、胜任教学的新教师。其工作的第一年是其从学生成为教师这一转变的初始适应期,在这一时期伴随着其身份和扮演的角色的变化,初任教师面临着一系列的问题和挑战,因此,有必要对他们加以引导。本文在分析初任教师入职引导中存在的问题的基础上,借鉴国外经验,提出了初任教师入职引导的有效途径——专任教学导师制。 相似文献
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何静 《广东轻工职业技术学院学报》2009,8(2):46-48
入职阶段是初任教师进入专业教学、适应教师角色、掌握教学规范的关键时期,因此高职院校要高度重视初任青年教师的入职培训。文章从初任青年教师的特点和高职教育的特殊要求这两个维度,对构建“四元三层”入职培训体系进行了探析。 相似文献
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入职阶段是初任教师进入教学专业、适应教师角色、掌握教学常规的关键时期。在这一阶段,初任教师为了在教学专业中适应和生存下来,在专业发展上有着一些特殊需求。文章从教学和心理两个维度对初任教师的需求进行了探析。 相似文献
7.
王小明 《天津市教科院学报》2010,(6)
初任教师专业成长阶段,作为教师入职阶段的关键时期,在教师专业发展过程中面临着诸多挑战。通过阐释初任教师的专业发展特点,初任教师在教学、知识结构、融入学校文化、心理健康问题所面临的四方面挑战,分析其内在和外在原因,试图从师范院校、教师进修学院、教师入职学校和初任教师自身四个方面提出改善和解决初任教师问题的相关对策。 相似文献
8.
初任教师的适应性教育 总被引：2，自引：0，他引：2
初任教师在入职初期面临许多困难,其遭遇的困境不仅使教师队伍的稳定性受到影响,而且也不利于教师的专业成长。本文从教师入职初期这一特定时期,分析了初任教师在执教初期遭遇的困境,探讨了帮助初任教师解决面临的问题,以尽快适应教师角色的有效途径。 相似文献
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目前我国有世界上最庞大的教师队伍，每年都有大量初任教师进入教师行业，帮助这些初任教师尽快适应并热爱教师工作，对于我国教师队伍的建设意义重大。而初任教师入职引导是教师教育的第二阶段，是连接职前教育和职后继续教育的桥梁，因此有必要加强对初任教师的入职引导研究，不断进行理论和实践探索。文章着重对初任教师入职引导的教学辅导进行探讨，或许能对初任教师有些帮助。 相似文献
11.
Lee Schaefer 《Teachers and Teaching》2013,19(3):260-274
While there is discrepancy about the actual percentage of early career teachers that leave teaching in their first five years, one consistent discovery in a number of countries is that attrition is high for early career teachers. I became curious about early career teacher attrition as I watched colleagues leave the profession that they thought was a lifelong calling. In order to inquire into this phenomenon, I moved through a three-stage research process. First, I engaged in writing a series of stories about my experiences as a beginning teacher. Using autobiographical narrative inquiry, I then inquired into the stories in order to retell them looking for resonances across the stories. Secondly, I conducted a review of the literature, analyzing the studies to identify how the problem of early career teacher attrition was conceptualized. I identified two dominant problem frames: a problem frame situated within the individual and a problem frame situated in the context. Lastly, I offered a different conceptualization of the phenomenon of early career teacher attrition that draws on my autobiographical narrative inquiry and the literature review. I frame the problem of teacher attrition, not as a personal or a contextual problem frame, but as a problem of teacher identity making and identity shifting. 相似文献
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Ee Ling Low Suat Khoh Lim Alan Ch'ng Kim Chuan Goh 《Asia Pacific Journal of Education》2011,31(2):195-210
As the national teacher education institute in Singapore, the National Institute of Education (NIE) prepares all teachers seeking to be employed within the education service in Singapore. In the last decade, NIE's enrolment for initial teacher preparation programmes has grown significantly, with peaks in numbers during the recession years. There is also some evidence of attrition when beginning teachers complete their 3-year bond with the Ministry of Education, which sponsors their teacher education programme. It is thus important to determine empirically the reasons why pre-service teachers join the teaching profession, to see whether this can inform us about measures that can be taken to ensure they stay on in the profession. As part of a longitudinal study on beginning teachers' attitudes towards teaching and professional development, a research survey, the first of three data collections, was administered to whole cohorts of pre-service teachers entering NIE's three main teacher preparation programmes in July 2004. This paper presents the survey findings on pre-service teachers' reasons for choosing teaching as a career and discusses the differences between cohorts of different programmes. The implications of the study are discussed in terms of informing future policy and practice in the areas of teacher recruitment, retention and professional development. 相似文献
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Andrew Gilbert 《Journal of Science Teacher Education》2011,22(5):393-415
This study chronicled the professional journeys of two beginning science teachers. The focus of the research effort documents
what brought them to science teaching and investigated their resulting career paths. Data artifacts for this instrumental
case study approach included: interviews, written survey responses, personal communications and member checks. All data was
transcribed and coded into emergent categories using a constant comparative analysis approach. The findings indicated that
their decisions to enter and leave teaching were a complex mélange of issues that included career disposition, notions of
isolation, overarching culture of the school, and future possibilities. However, most striking was their re-entry into teaching
on a temporary basis after considerable time away from the classroom, which suggests that teachers develop a sense of agency
regarding their career decisions. This may require researchers to reconsider how we view teacher decision-making within the
context of teacher attrition and mobility. Implications for science teacher education indicate that some teachers may enter
the profession considering teaching to be a transition into a different career path. Secondary science teachers may perceive
multiple career options (beyond the classroom) based on their preparation and teaching experience. Further implications and
possibilities for science teacher education are discussed. 相似文献
15.
This article centres on teacher retention and its importance for achieving quality education for all. It analyses the state of early career teaching attrition and turnover in Chile over a ten-year period, and goes on more closely to the study of new teacher trajectories over their first two years of teaching. In line with literature on issues of retention/attrition it considers the impact of school conditions and changes in professional satisfaction and self-efficacy perceptions in the early years of teaching. Data sources include econometric analysis of existing databases as well as surveys, interviews and narratives. Quantitative results indicate high attrition rates of early career teachers in Chile, and teacher narratives show “critical” as well as “protective” conditions that foreshadow decisions to leave or the stay in the profession. 相似文献
16.
Gary James Harfitt 《Asia-Pacific Journal of Teacher Education》2015,43(1):22-35
The issue of beginning teachers leaving the profession in the first few years of their career represents a global problem, and while discrepancies exist over precise numbers, there is consensus that the attrition rate of new teachers is high. This paper reports on a narrative inquiry into two beginning teachers who left the profession after just 1 year of practice, only to return 2 years later. By examining this continuum from attrition to retention through the lens of the two teachers’ narrative accounts it is possible to gain some insights into how new teachers’ personal and professional landscapes intertwine. Findings reveal that these beginning teachers’ experiences of their school contexts combined with their personal stories in the first year of practice shaped their professional identity culminating in them leaving and then rejoining the teaching fold. Insights gleaned may have significant implications for beginning teachers, school leaders, teacher education institutions, and policy makers. 相似文献
17.
Based on a review of recent studies and reports, this research investigates attrition among beginning teachers in the Netherlands as well as reasons for teacher attrition, and compares the finding with studies on this topic conducted elsewhere in the world. The findings suggest that attrition among beginning teachers in the Netherlands with a percentage close to 15% is somewhat lower than in countries such as the United Kingdom, United States, and Australia. Yet, causes for attrition are comparable to those reported elsewhere. Interestingly, attrition seemed lower for teachers with a teaching degree, suggesting that teacher education may play a vital role in reducing attrition. In addition, it seems that high-quality coaching and supervision, reducing workload, and organizing a social network for beginning teachers may be important factors in reducing attrition. Finally, there is a need for better registration and monitoring of teacher attrition and for more comprehensive research on this topic. 相似文献
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Lisa H. Papatraianou Al Strangeways Susan Beltman Emma Schuberg Barnes 《Teachers and Teaching》2018,24(8):893-914
Enhancing resilience is key to reducing teacher attrition and addressing the challenges of the profession but scant research exists on resilience in regional and remote settings, where there is a shortage of quality, specialist and lead teachers. The aim of this study was to combine ecological and relational perspectives on resilience to examine pre-service and early career teacher resilience in the remote context of central Australia. The findings suggest that beginning teacher resilience in central Australia involves a particular set of enablers and constraints which are characterised by teachers’ capacity to build connections to place, connections as a learner and connections in relationships. A transactional systems model is presented that articulates the dynamism of the resilience processes and offers a way to better understand the ecological interdependencies unique to a particular context and culture. This understanding will enable teachers, initial teacher educators, school leaders and policy makers to better address the challenges facing this profession. 相似文献
19.
John Trent 《Asia-Pacific Journal of Teacher Education》2019,47(5):554-570
ABSTRACTTeacher attrition is a perennial problem in many countries around the globe. With attrition especially pronounced amongst early career teachers, efforts to retain and sustain these teachers have highlighted the importance of effective mentoring and support programs within schools. However, less is known about the perceptions and experiences of graduates of initial teacher education (ITE) programs who choose not to enter the teacher profession, therefore not benefiting from such mentoring and support, and subsequently being lost to the profession, potentially forever. Therefore, this paper reports on a qualitative case study that investigated the reasons why one group of graduates from an ITE program in Hong Kong chose not to teach. Using in-depth interviews and grounded in a theory of teacher identity construction, the results reveal how the participants struggled to construct their preferred professional identities, in particular during a teaching practicum, and the role this played in their decision not to enter the teaching profession. Implications for how teacher educators can better support preservice teachers as they struggle to construct their professional identities are considered and suggestions for future research are discussed. 相似文献
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Geert Kelchtermans 《Teachers and Teaching》2017,23(8):961-977
The paper starts from the observation that teacher attrition/retention seems to be a wicked issue: it seems to have strong face validity and a commonsense meaning, but the literature doesn’t provide a clear and distinctive definition. In the first section, the author analyzes the different ways in which the issue of teacher attrition and retention is problematized—in general and educationally—as the basis for a definition: as an educational issue, teacher attrition and retention refers to the need to prevent good teachers from leaving the job for the wrong reasons. Arguing that teacher attrition/retention constitutes both a problem and a challenge, he continues in the second part of the article foregrounding several lessons learned from the research on teacher attrition. A first lesson is related to the central role of social relationships and teachers’ need for social recognition as well as sense of belonging. Secondly, the impact of performativity policies on teacher attrition is discussed. A final lesson looks at teacher attrition and retention from the perspective of career and teachers’ work lives. The conclusion section outlines an agenda for teacher education, teacher induction, and school development to positively deal with the challenge to keep the good teachers in teaching. 相似文献