Novice teachers and embracing struggle: Dialogue and reflection in professional development

Simple item page
dc.contributor.authorStewart, Trevor Thomasen
dc.contributor.authorJansky, Timothy A.en
dc.date.accessioned2022-12-20T20:39:25Zen
dc.date.available2022-12-20T20:39:25Zen
dc.date.issued2022-12en
dc.date.updated2022-12-20T20:06:25Zen
dc.description.abstractThis article explores the challenges shared by novice teachers in a year-long series of professional development workshops, which were designed to help novice teachers notice, unpack, and respond to the difficulties they were encountering in the first three years of teaching. The authors analyzed the data generated during the Oral Inquiry Process workshops to identify common challenges shared by the novice teachers who participated in this study and the nuances within them. Findings pointed to two common categories of struggle: reconciling theory and practice in standardized schools and managing relationships with veteran teachers. Nuances within these challenges included tension flowing from standardization, pacing constraints, and navigating complex relation- ships with veteran teachers. The authors argue that developing a nuanced understanding of the challenges novice teachers encounter is a vital first step in structuring teacher induction programs to respond to the needs of the teachers they serve. Working from the findings of the study, the authors offer recommendations for structuring professional development programs designed to help novice teachers embrace struggle through dialogue about and reflection upon the particular challenges created by their teaching contexts.en
dc.description.versionPublished versionen
dc.format.mimetypeapplication/pdfen
dc.identifier100002 (Article number)en
dc.identifier.doihttps://doi.org/10.1016/j.tatelp.2022.100002en
dc.identifier.issn2667-3207en
dc.identifier.orcidStewart, Trevor [0000-0002-3116-2454]en
dc.identifier.urihttp://hdl.handle.net/10919/112956en
dc.identifier.volume1en
dc.language.isoenen
dc.publisherElsevieren
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.titleNovice teachers and embracing struggle: Dialogue and reflection in professional developmenten
dc.title.serialTeaching and Teacher Education: Leadership and Professional Developmenten
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/All T&R Facultyen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciencesen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/School of Educationen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/CLAHS T&R Facultyen

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Stewart & Jansky 2022 TATE LPD.pdf
Size:
434.58 KB
Format:
Adobe Portable Document Format
Description:
Published version
Download

Collections

All Faculty Deposits
Scholarly Works, School of Education