Professional Growth Among Preservice and Beginning Teachers

Abstract

I began this review with three objectives: (a) to determine whether recent learning-to-teach studies form a coherent body of literature, (b) to use any common themes that emerged from these studies to construct a model of professional growth for novice and beginning teachers, and (c) to draw inferences from the model concerning the nature of preservice teacher education programs likely to promote growth by capitalizing on naturally occurring processes and stages. I review 40 learning-to-teach studies published or presented between 1987 and 1991: 27 deal with preservice teachers, 13 with first-year or beginning teachers. All were naturalistic and qualitative in methodology. Studies within each of those divisions are clustered and summarized according to major themes that emerged from findings. The model I ultimately infer from the 40 studies confirms, explicates, and integrates Fuller’s ( Fuller & Bown, 1975 ) developmental model of teacher concerns and Berliner’s (1988) model of teacher development based on cognitive studies of expertise. Preservice and first-year teaching appears to constitute a single developmental stage during which novices accomplish three primary tasks: (a) acquire knowledge of pupils; (b) use that knowledge to modify and reconstruct their personal images of self as teacher; and (c) develop standard procedural routines that integrate classroom management and instruction. In general, preservice programs fail to address these tasks adequately.

Exploring the Disconnect Between Mathematics Ability and Mathematics Efficacy Among Preservice Agricultural Education Teachers

“…Data suggested the participants developed this belief by observing college professors and/or school-based teachers using guest lecturers or experienced students as a teaching method. This conclusion is consistent with Holt-Reynolds (1992) and Kagan (1992) who reported observations of educators affected preservice teachers' understanding of teaching. We found it interesting that using guest lecturers and students was the preservice teachers answer for not possessing the necessary mathematics content knowledge for teaching the mathematics found in the agricultural education curricula, especially in light of the last theme.…”

Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

“…The pre-service teachers should find the opportunity to get to know their pupils better. In Kagan's (1992) model of professional growth, "acquiring knowledge of the pupils" and "using that knowledge to modify and reconstruct their personal images of self-as-teacher" are two of the primary tasks. The school experience time in the curriculum could be extended (Macias & Sanches, 2015;Sarıçoban, 2016).…”

Teknologiakasvatuksen haasteet ja mahdollisuudet automaatioteknologian oppimisympäristössä

“…Lin ja Williams (2015) puolestaan raportoivat, että opettajaopiskelijat, että opettajaopiskelijat tunnistavat ja ymmärtävät teknologisia käsitteitä (science and mathematics) suhteessa käytännön oppimistehtäviin, mutta heidän on vaikea käyttää käsitteitä käytännön työskentelyssä. Opiskelijoiden omat kokemukset vaikuttavat vahvasti siihen, miten he tulevat omassa työssään toimimaan (Kagan, 1992;Kim ym., 2015).…”