Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/7414
Title: The Reality of Beginning Teachers: Trials and Tribulations
Contributor(s): Harrington, Ingrid  (author)orcid ; Jenkins, Kathryn A  (author)orcid 
Publication Date: 2010
Handle Link: https://hdl.handle.net/1959.11/7414
Abstract: New or beginning teachers are well received by the education profession, yet for a large portion of new teachers the assessment of how successful their transition into the first year of teaching has been tends to be overtly negative. Research reports that the often traumatic and difficult nature of new teachers' experiences is not a new phenomenon, and is a problem shared by many new teachers nationwide and in the western world. Consequently, the retention rate for new teachers is decreasing at an alarming rate and it is currently reported that 33% of beginning teachers in New South Wales (NSW) do not expect to be teaching in public schools within the next 10 years. While literature about how to teach is prolific, managing the real lift situation for many new teachers is often more daunting than first envisioned. This paper reports on the experiences of the University of New England (UNE) teacher education graduates in their first year of teaching based on their postings to an online support network launched by UNE in 2005, entitled the 'Professional Development Support (PDS)' project. Analysis of the postings revealed that these beginning teachers sought support from the network on a number of specific topics at different times of the school year. This paper presents the nature and patterns of their inquiries and puts forward recommendations for teacher education programs in response.
Publication Type: Book Chapter
Source of Publication: International Research in Teacher Education: Current Perspectives, p. 265-281
Publisher: Kardoorair Press
Place of Publication: Armidale, Australia
ISBN: 0908244800
9780908244805
Fields of Research (FoR) 2008: 130299 Curriculum and Pedagogy not elsewhere classified
130313 Teacher Education and Professional Development of Educators
Fields of Research (FoR) 2020: 390105 Environmental education curriculum and pedagogy
390305 Professional education and training
Socio-Economic Objective (SEO) 2008: 930202 Teacher and Instructor Development
930301 Assessment and Evaluation of Curriculum
930102 Learner and Learning Processes
Socio-Economic Objective (SEO) 2020: 160303 Teacher and instructor development
160301 Assessment, development and evaluation of curriculum
HERDC Category Description: B1 Chapter in a Scholarly Book
Publisher/associated links: http://trove.nla.gov.au/work/36374901
http://www.kardoorair.com.au/Latest_titles.html
Editor: Editor(s): Warren Halloway and John Maurer
Appears in Collections:Book Chapter
School of Education

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