The Interaction of School Context and Role Identity of First-Year Teachers

April 1993
Journal of Teaching in Physical Education;Apr1993, Vol. 12 Issue 3, p313
Academic Journal
This article discusses how the interactive model views the teacher as a powerful socializing agent and establishes links between biographical characteristics and the demands of different contexts. This study describes the dynamic interaction of factors related to teacher role identity and school context. Specifically the goal was to employ case studies to examine the biographies of three first-year teachers to determine how individual perception of the teaching role impacts professional development during the first year of teaching. Using subject interviews, field notes, lesson plans, student performance data, and informal interviews with administrators and coworkers, a comparison was made between the cases to learn how the teaching perspectives of first-year teachers interact with school contexts. Results support the notion that the beginning teacher can be an active agent in controlling the direction of biography and social structures in the socialization process,.


Related Articles

  • Telling Teaching Stories: The Importance of Shared Inquiry in Beginning to Teach. Draper, Andrew; Puidokas, Cammie Kim; Schaafsma, David; Tendero, Tony; Widmer, Kirsten // California English;Apr2001, Vol. 6 Issue 4, p6 

    The article provides information on the support provided by a community of listeners to help new teachers in teaching. The setting at an Irish bar in January 1999 where a group of first-year teachers and two veteran teachers meet to share experiences about teaching is presented. It is proposed...

  • Tips for experienced teachers.  // NEA Today;Mar2000, Vol. 18 Issue 6, p10 

    Presents several suggestions to experienced teachers on how to get the most from the ideas of newcomers to the profession. How to approach work with new teachers; What to recognize in new teachers.

  • Content Validity of Preservice Teacher Portfolios in a Standards-Based Program. Klecker, Beverly M. // Journal of Instructional Psychology;Mar2000, Vol. 27 Issue 1, p35 

    The introduction of a standards-based teacher education program in Kentucky was framed by eight New Teacher Standards adopted state wide. At Eastern Kentucky University, the Teacher Education Portfolio was implemented to (1) provide more meaningful, valid indicators of what preservice teachers...

  • Setting New Teachers Up for Failureā€¦or Success. Renard, Lisa // Educational Leadership;May2003, Vol. 60 Issue 8, p62 

    Discusses the challenges of the teaching profession for new teachers in the U.S. Evaluation of teachers' learning skills; Development of a comprehensive induction and mentoring program for new teachers; Roles of the new teacher.

  • Editors' Note. Chiodo, John; Griffith, Priscilla // Action in Teacher Education (Association of Teacher Educators);Winter2006, Vol. 28 Issue 4, p2 

    The article discusses various reports in this issue including one about perceptions of support in teaching and another about new teachers.

  • Examining Learning To Teach through a Social Lens: How Mentors Guide Newcomers into a Professional Community of Learners. Street, Chris // Teacher Education Quarterly;Spring2004, Vol. 31 Issue 2, p7 

    Presents the results of one professional development project aimed at the question of how to effectively guide new teachers into the teaching profession. Number of experienced teachers who are included in the project; Description of the research method used in the study; Actions taken by the...

  • A Modest Proposal. Ross, Lisa // California English;Apr2001, Vol. 6 Issue 4, p17 

    The article provides information on the modest proposals for new teachers to increase their odds of thriving and surviving. Effective classroom management is the fundamental key to teacher success in the high school classroom. New teachers should connect to seasoned teachers who do not contend...

  • A Sequencing Framework for Middle Grades Social Studies Instructional Units. Guidry, Allen; Carson, Jamin // Social Studies Research & Practice;2010, Vol. 5 Issue 1, p105 

    In working with pre-service and beginning middle grades social studies teachers, the authors have found that those teachers often struggle to organize and sequence content in meaningful ways. Although many national and state curriculum writing bodies have provided organizational frameworks to...

  • Professional Traits And Skills: First-Year Teachers Principals Like To Hire. Kono, Craig D. // Journal of College Teaching & Learning;Mar2010, Vol. 7 Issue 3, p59 

    The purpose of this paper was to survey South Dakota school administrators and identify a set of professional traits and skills that K-12 school principals most value when they hire first-year teachers for their classrooms. The participants were elementary and secondary school principals across...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics