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Diagnostic Abilities of Novice Teachers

100%
Tołoczko E.
Theory and Practice of Second Language Acquisition
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2023
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vol. 9
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issue 2
1-26
EN
This paper discusses diagnostic abilities of novice teachers of English as a foreign language in Poland as demonstrated through analyzing critical incidents (CIs). A case study, designed to explore patterns and regularities in cognitive processes that practitioners activate to examine disorienting situations in their educational context, provided evidence of effective mental work of beginner teachers at the verbal and conceptual levels. Specifically-structured written reports on what the instructors considered critical moments in their teaching practice served as a tool to verbalize how they represent, interpret, and value phenomena in the FL classroom by activating and integrating various sources of professional knowledge. The data analysis, which included both identification of the character of mental representations the subjects stimulated during the recall as well as higher order thinking operations on these representations, led to the conclusion that the inexperienced teachers show a degree of efficacy to register relations and variation in classroom realities, to problematize the unproblematic, to take position on matters, and to formulate relevant feedback for their future didactic moves. This encourages a hypothesis that teachers’ diagnostic abilities are not necessarily determined by the current state of their professional expertise and that limited classroom experience does not suppress adequate cognitive and affective responses to problems in beginner practitioners.
2

Human Securitability: A Participatory Action Research Study Involving Novice Teachers and Youngsters

88%
Kravale-Pauliņa M., Oļehnoviča E.
Journal of Teacher Education for Sustainability
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2015
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vol. 17
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issue 2
91-107
EN
Civic participation, initiative and interest in current events can bridge the alienation felt towards national and municipal institutions, thereby enabling individuals to improve their quality of life and contribute to all-round sustainable development of their resident state. This paper reports on a participatory action research study into civic initiatives for securitability involving novice teachers and youngsters from the Latgale region of Latvia. Research participants evaluated national planning documents, enhanced their knowledge and devised civic initiatives to improve the quality of life. Focus group discussions and reasoned argumentative essays were employed to establish how novice teachers (n = 40) and youngsters (n = 58) make sense of the concept of ‘human securitability’. Data analysis was accomplished by qualitative content analysis. The action research exposed an initial understanding of novice teachers and youngsters regarding the human securitability and the possibilities of improving the quality of life. Moreover, this study provided an environment for the research participants to deepen their understanding of said phenomena and participate in educational events envisioning practical engagement with securitability and civic initiatives. The action research study created initiatives for the development of civic securitability and the participation in setting developmental goals.
3
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Mocenské vztahy mezi začínajícími učiteli a jejich žáky

75%
Šalamounová Z., Bradová J., Lojdová K.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 3
375–393
EN
This theoretical study deals with a concept of power, in relation to which it follows several objectives. The purpose of the study is to analyse the concept of power through its central features and seize deeper understanding of its definition. Firstly, we define the concept of power as circular, situational and reciprocal phenomenon. Following this, we aim to introduce intervening factors, which are reflected into the form of classroom power arrangement and which may play an important role in the power arrangement in classes taught by student teachers or beginning teachers. These factors are consensus between students and their teachers, mutual relationships and context. In terms of findings, the functional setting of power relations is perceived as one of the key issues beginning teachers are confronted by when entering the profession and also becomes a key reason for them when deciding to leave the profession.
4

Dylematy nowicjusza. Konteksty stawania się nauczycielem edukacji przedszkolnej

63%
Grochowalska M.
Edukacja Elementarna w Teorii i Praktyce
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2014
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issue 1(31)
27-40
PL
Uczenie się roli zawodowej przez nauczyciela to długotrwały i złożony proces, który uwarunkowany jest różnorodnymi, czasami odmiennymi, perspektywami postrzegania zawodu, przekonaniami oraz praktykami społecznymi. Specyfika pracy nauczyciela polega na równoczesnym pełnieniu dwóch ról: uczącego innych oraz uczącego się. Uzyskanie harmonii pomiędzy tymi dwiema rolami to dylemat przede wszystkim wyraźnie widoczny w okresie rozpoczynania kariery zawodowej. Szczególnie początkujący nauczyciele, rozpoczynając adaptację do nowego środowiska pracy, napotykają wiele problemów i trudności, które mogą budzić ich niepokój. Prezentowany tekst dotyczy problematyki pełnienia roli zawodowej przez początkujących nauczycieli edukacji przedszkolnej. Celem prowadzonych rozważań jest refleksja nad uwarunkowaniami, którym podlega nowicjusz w okresie poznawania i uczenia się zawodu. Poszukuję w nim uzasadnienia dla wątpliwości, które może odczuwać nauczyciel małego dziecka, projektując własne działania zawodowe, przy założeniu, że przebiegają one w dwóch uzupełniających się kontekstach: dydaktycznym i osobistym. Zaczynam od krótkiego omówienia istoty rozwoju zawodowego nauczyciela. Następnie do oglądu roli zawodowej nauczyciela wykorzystuję kategorię stawania się. Dokonuję strukturalnego oglądu roli, w której funkcjonuje początkujący nauczyciel, a następnie rozpoznaję w niej wybrane cechy procesu stawania się (zmienność, przeobrażanie się, poczucie wolności). W końcowej części tekstu staram się pokazać dylematy, przed którymi staje początkujący nauczyciel edukacji przedszkolnej, określić obszary działalności zawodowej, które mogą być źródłem niepokoju nauczycieli.
EN
Learning how to perform the professional role of the teacher is a longlasting and complex process conditioned by various – sometimes divergent – perspectives, perceptions of the profession, convictions and social practices. The specificity of teachers’ work is based on the simultaneous fulfilment of two roles: that of teaching of others and that of conducting their own learning. How to harmonize these roles is a dilemma that can be seen particularly clearly at the beginning of the teacher’s professional career. Teachers at the start of their careers, especially, have many problems and areas of concern as they seek to adapt to a new work environment. The text presented here pertains to the problems involved in fulfilling their professional role encountered by novice teachers at pre-school level. The aim of the considerations explored here is to reflect on the complexity of the conditions influencing the teacher during the period of their becoming acquainted with and learning their profession. I intend to examine the raison d’etre for the doubts which can be felt by teachers of small children as they plan and decide upon their professional actions and approaches – taking for granted the assumption that they themselves are responsible for these in pedagogical and in personal contexts. I begin by discussing the essence of the professional development of the teacher. I use the category of “becoming” as a lens through which to view the teacher’s professional role. It turns out that when examining the structure of the role in which a novice teacher functions, the characteristics of the process of “becoming” elaborated here can be recognized (variability, transformation, a sense of freedom). In the final part of the text, I try to show the dilemmas faced by the novice pre-school teacher, in order to define those areas of professional activity that may prove to be a source of concern for teachers.
5
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Bez cenzury, czyli nauczyciel na forum internetowym

63%
Bujewska M.
Ogrody Nauk i Sztuk
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2014
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issue 4
384-391
PL
Celem tekstu jest prezentacja wyników przeprowadzonego badania. Polegało ono na analizie wypowiedzi początkujących nauczycieli na forum internetowym. Poszukiwano odpowiedzi na pytanie, z jakimi problemami i wątpliwościami zmagają się młodzi nauczyciele. Przeprowadzone badanie mieści się w jakościowej strategii badań. Zastosowano metodę analizy tekstów, którymi były wypowiedzi początkujących nauczycieli na forum internetowym.
EN
The aim of the text is to present the results of our audit. It was based on the analysis of expression of new teachers in the online forum. Sought to answer the question of what problems and doubts struggling young teachers. Determination of the activity of teachers in the online forum as devoid of censorship, is to expose the potential of this area of research.
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