The experiences of neophyte teachers: a critical constructivist assessment

“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface

“…Challenges for teachers have been, rather frustratingly, known for some time (Goddard & Foster, 2001) and the focus on teacher resilience, as in this paper, is on what sustains teachers in the face of such difficulties .…”

“…Strong interpersonal skills that enable the development of social support networks (Howard & Johnson, 2004;Tait, 2008) have also been noted. Finally, and perhaps most obviously, teaching skills such as using a range of instructional practices (Bobek, 2002;Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008), knowing students and responding to their needs (Flores, 2006;Kaldi, 2009), professional reflection (Goddard & Foster, 2001;Le Cornu, 2009) and having a commitment to ongoing professional learning (Patterson, et al, 2004;Sumsion, 2004) have been related to teacher resilience. Furthermore, not only having the skills, but having high levels of efficacy for teaching (Brunetti, 2006; and being confident in teaching abilities (Kaldi, 2009;Woolfolk Hoy & Burke Spero, 2005) also play a role in teacher resilience.…”

Difficulties Experienced by the Arab Teacher during His First Year of Teaching as a Result of Personal and Organizational Variables

“…Also connected with this topic is self-assessment, which is discussed in studies examining the beginning teacher's selfimage (Bullough, 1991;Cooledge, 1992;Goddard & Foster, 2001;Kagan, 1992;Kelchtermans & Ballet, 2002;Laboskey, 1991). 5) Communication with students and parents, which is ranked fifth, is discussed in studies dealing, among other things, with trust and respect as opposed to pressures and criticism (Adler, 1996;Bullough, 1989;Covert, Williams, & Kennedy, 1991;Friedman & Krongold, 1993;McLaughlin, 1991).…”

“…The lack of satisfaction stems, among other things, from problems related to the beginning teacher's professional selfimage. These problems have been discussed in several studies (Bullough, 1991;Goddard & Foster, 2001;Kelchtermans & Ballet, 2002). It appears that these problems are also correlated to the fact that the beginning teacher in his first year, which, according to Friedman (2002), constitutes a stage of survival in his professional development, makes an effort to fit into the school, into the prevailing culture, and into the community, and his expectations of serving as an agent of change, which are not realized at this stage, cause him personal disappointment.…”

Differences in Teacher Efficacy Related to Career Commitment of Novice Agriculture Teachers

“…The initial experiences as a teacher can determine whether or not a teacher stays in the profession and makes a difference in helping students learn and develop. Goddard and Foster (2001) recommended that researchers seek out novice teachers who are resilient and do more than simply survive their beginning years. Understanding why novice teachers leave may be best learned by listening to those who faced the same challenges and decided to stay in teaching (Goddard & Foster, 2001;Herbert & Worthy, 2001).…”