New Teachers In A Pseudocommunity Of Practitioners

Abstract

This article gives a glimpse of the lifeworld of newly qualified teachers as they are introduced to the workplace. The inquiry that is reported was conducted on the premise that new teachers are especially vulnerable to attrition pressures. A case study research design was used to study a group often new 1 teachers in a single school environment. Components of cultural-historical and activity theory (CHAT) were employed as theoretical framework for this research, focusing on the tensions between the teachers and their new practitioner 'community', which was found to be a "pseudocommunity". The analysis of the data showed that novice teachers felt that they were not readily accepted in the professional 'community' of the school. The nature of micro socio-political relations within the school as institution and the positioning of novices within hierarchical structures inhibited their interaction with other teachers and contributed to their isolation. The authors conclude that new teachers are disempowered in the face of the lack of professional community values.

Preparing isiXhosa home language teachers for the 21stcentury classroom: Student teachers' experiences, challenges and reflections

“…This means that the student teachers had to navigate learning to teach on their own, with no guidance from experienced teachers. This finding corresponds with what Whitelaw, De Beer and Henning (2008) observed with beginner teachers who learn on the job on a trial and error basis due to lack of support structures in many schools. Due to such lack of support in schools, both beginner and prospective teachers begin to develop negative attitudes towards the teaching profession (Darling-Hammond & Bransford, 2005).…”

“…Schools have a responsibility in teacher development (Whitelaw et al, 2008). This implies that preparing teachers for the classroom involves schools and institutions of higher education or universities.…”

Die integrasie van Wiskunde, Wetenskap en Tegnologie in vroeëkinderonderwys en die grondslagfase: Die rol van die professionele identiteitsvorming van beginneronderwysers

“…Sulke onderwysers beleef dikwels druk om te konformeer aan die spesifieke vereistes van 'n skoolkultuur. Hierdie druk isoleer die onderwyser soms van die breër landskap van die skool se sosiale konteks, wat weer verhinder dat die onderwyser 'n positiewe professionele identiteit ontwikkel (Parkison 2008;Whitelaw 2007). Die emosionele konflik en heraanpassings wat veral in die beginjare van onderwys ervaar word, word veral toegeskryf aan probleme wat verband hou met skoolkulture en gevoelens van 'n gebrek aan professionele vervulling en voldoening aan verwagtings (Alves 2001).…”

“…Vir sommige ontstaan die konflikte en dilemmas weens 'n wanverhouding tussen persoonlike oortuigings, idealistiese verwagtings en die grondvlakrealiteit (Billett & Somerville 2004;Day 2008;Keys 2007;Parkison 2008). Vir ander kan gevoelens van isolasie en die afwesigheid van institusionele steun aanleiding gee tot negatiewe emosies tydens die oorgang van student na onderwyser (Flores & Day 2006;Whitelaw 2007).…”

Self-directed learning research: An imperative for transforming the educational landscape

“…One often ends up in interesting places when we drift off from central ideas, based on students' questions'. Whitelaw, De Beer and Henning (2008) have shown that a sizable number of novice teachers leave the profession as a result of strained professional relationships with colleagues, often resulting from breakdown in communication. It was interesting to note how many student teachers commented on the lessons they have learnt in keeping good interpersonal relationships with their peers when discussing cases.…”