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Learning To Teach English Language during the First Year: Personal Influences and Challenges.
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Farrell, Thomas S. C. – Teaching and Teacher Education, 2003
Examined the role that support from the school and colleagues played as one teacher developed during his first year as a secondary English as a Second Language teacher in Singapore. Data from observations and interviews indicated that the teacher considered collegial support the most important school-based support during that first year. The paper…
Descriptors: Beginning Teachers, Collegiality, English (Second Language), Faculty Development
The Journey Inward and Outward: A Re-Examination of Fuller's Concerns-Based Model of Teacher Development.
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Conway, Paul F.; Clark, Christopher M. – Teaching and Teacher Education, 2003
Reexamined Fuller's concerns-based model of teacher development, investigating teacher development during a two-semester teaching internship program by examining patterns of evolving concerns and aspirations. Results supported and extended Fuller's developmental model. Interns' concerns shifted outward from self, to tasks, to students, as well as…
Descriptors: Attitude Change, Developmental Stages, Elementary Secondary Education, Faculty Development
Action Research and the Transfer of Reflective Approaches to In-Service Education and Training (INSET) for Unqualified and Underqualified Teachers in Namibia.
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O'Sullivan, Margo C. – Teaching and Teacher Education, 2002
Explored efforts, within an action research study of a 3- year Inservice Education and Training (INSET) program, to implement reflective approaches in training unqualified and underqualified elementary teachers in Namibia. Results found that western approaches to teacher reflection could not be used productively with Namibian teachers unless there…
Descriptors: Action Research, Change Strategies, Educational Change, Elementary Education
Professional Conversations: New Teachers Explore Teaching through Conversation, Story, and Narrative.
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Rust, Frances O'Connell – Teaching and Teacher Education, 1999
Undergraduate students and recent graduates of an urban teacher education program met regularly to discuss becoming reflective, effective teachers. Qualitative analysis of conversations highlighted the complex learning involved in teaching and factors in teacher education and schools that supported and hindered new teachers' work. The study…
Descriptors: Beginning Teachers, Discussion, Elementary Secondary Education, Faculty Development
Becoming-in-the-Classroom: A Case Study of Teacher Development through Coteaching.
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Roth, Wolff-Michael; Masciotra, Domenico; Boyd, Nadely – Teaching and Teacher Education, 1999
Discusses how co-teaching is useful for teaching important aspects of teaching to preservice educators, presenting an episode of masterful questioning from a study about teaching and learning in a science classroom co-taught by an experienced science teacher and a preservice teacher completing an internship. Their work suggests that preservice…
Descriptors: Faculty Development, Grade 7, Higher Education, Intermediate Grades
"I Feel I Have Received a New Vision": An Analysis of Teachers' Professional Development as They Work with Students on Interpersonal Issues.
Peer reviewed Peer reviewed
Adalbjarnardottir, Sigrun; Selman, Robert L. – Teaching and Teacher Education, 1997
Describes a developmental framework constructed to portray different ways teachers express their vision of fostering elementary students' interpersonal competence and skills in classrooms. Presents a case study and details four developmental awareness dimensions that can help in studying how teachers view their roles when working with students on…
Descriptors: Classroom Techniques, Developmental Stages, Elementary Education, Elementary School Students