Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2023, Cilt: 5 Sayı: 2, 710 - 722, 28.12.2023

Alicia Stapp Abbey Shane

https://doi.org/10.51535/tell.1323302

Öz

Kaynakça

  • Barnum, M. (2022, 6 March). Teacher turnover hits new high across the U.S. Chalkbeat. https://www.chalkbeat.org/2023/3/6/23624340/teacher-turnover-leaving-the-profession-quitting-higher-rate Cakmak, M., Gündüz, M., & Emstad, A. B. (2019). Challenging moments of novice teachers: Survival strategies developed through experiences. Cambridge Journal of Education, 49(2), 147–162. https://doi.org/10.1080/0305764x.2018.1476465
  • Chambers, M. J., Johnson, A., Jones-Rincon, A., Tsatenawa, V., & Howard, K. (2019). Why do teachers leave? A comprehensive occupational health study evaluating intent-to-quit in public school teachers. Journal of Applied Biobehavioral Research, 24(1), e12160. https://doi.org/10.1111/jabr.12160
  • De Jong, L., Jacobiene, M., & Wilfried, A. (2019). School-based teacher collaboration: Different learning opportunities across various contexts. Teaching and Teacher Education. 86. 102925. https://doi.org/10.1016/j.tate.2019.102925
  • De Jong, L., Jacobiene M., & Wilfried, A. (2022) Teacher learning in the context of teacher collaboration: connecting teacher dialogue to teacher learning, Research Papers in Education, 37(6), 1165-1188. https://doi.org.10.1080/02671522.2021.1931950
  • Diamond A. (2010). The evidence base for improving school outcomes by addressing the whole child and by addressing skills and attitudes, not tust content. Early Education and Development, 21(5), 780–793. https://doi.org/10.1080/10409289.2010.514522
  • Dias-Lacy, S. L. & Guirguis, R. V. (2017). Challenges for new teachers and ways of coping with them. Journal of Education and Learning, 6(3), 265-272. http://doi.org/10.5539/jel.v6n3p265
  • Diliberti, M., Schwartz, H., & Grant D. (2021). Stress topped the reasons why public school teachers quit, even before COVID-19. RAND Corporation.
  • Douglas, A. S. (2017). Extending the teacher educator role: Developing tools for working with school mentors. Professional Development in Education, 43(5), 841–859. https://doi.org/10.1080/19415257.2016.1258655
  • Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814–825. https://doi.org/10.1016/j.tate.2009.02.021
  • Franklin, R., & Pleis, J. (2022). Creating an innovative college classroom learning space for preservice teachers. Teacher Education Journal of South Carolina, 13(2), 66-72.
  • Glogger-Frey, I., Treier, A. K., & Renkl, A. (2022). How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers. Instructional Science, 50, 451-473. https://doi.org/10.1007/s11251-022-09577-6
  • Hornstra, T. E, Stroet, K., & Weijers, D. (2021). Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes. Teaching and Teacher Education, 99, 1-12.
  • Hourigan, R. M., & Edgar, S. N. (2020). The foundations of phenomenology: Epistemology, methodology, and analysis. In Approaches to Qualitative Research: An Oxford Handbook of Qualitative Research in American Music Education, 1, 110.
  • Hurlburt, A.R., & Krutka, D. G. (2020). Where do we start? Initiating a practice-based teacher education program around high leverage practices. Journal of Teacher Education and Educators, 9(2), 169-199.
  • Husserl, E. (1931). Ideas: General introduction to pure phenomenology. Macmillan.
  • Jarrett, R. L. (1993). Focus group interviewing with low-income minority populations: A research experience. In D. L. Morgan (Ed.), Successful focus groups: Advancing the state of the art (pp. 184–201). London, Sage. https://doi.org/10.4135/9781483349008.n12
  • Johnson, T. N., & Dabney, K. P. (2018). Voices from the field: Constraints encountered by early career elementary science teachers. School Science and Mathematics, 118(6), 244–256. https://doi.org/10.1111/ssm.12290
  • Kitzinger, J. (1995). Qualitative research: Introducing focus groups. BMJ, 311(7000), 299–302. https://doi.org/10.1136/bmj.311.7000.299
  • Marshall, D. T., Pressley, T., Neugebauer, N. M., & Shannon, D. M. (2022). Why teachers are leaving and what we can do about it. Phi Delta Kappan, 104(1), 6–11. https://doi.org/10.1177/00317217221123642
  • MAXQDA. (2021). Qualitative analysis software: Powerful and easy-to-use. MAXQDA. [Computer software] https://www.maxqda.com/qualitative-analysis-software?gclid=CjwKCAjwlcaRBhBYEiwAK341jfv1EQV8ZoXydzC9Jli6b36_wxxPan5cq2TP7Ma15ViWot1G-P9ePhoCuh0QAvD_BwE#
  • Morgan, D. L. (1998). The focus group guidebook. Focus group kit 1. SAGE.
  • National Education Association (2022, January 31). Poll results: Stress and burnout pose threat of educator shortages. GBAO Strategies. https://www.nea.org/sites/default/files/2022-02/NEA%20Member%20COVID-19%20Survey%20Summary.pdf
  • Nelson, L. P., Crow, M. L., & Tice, K. (2015). Using active-learning strategies to increase preservice teachers’ efficacy in a service-learning course. International Journal of Research on Service-Learning and Community Engagement, 3(1), article 19.
  • Pepper, S. K., Blackwell, S., Monroe, A., & Coskey, S. (2012). Transfer of active learning strategies from the teacher education classroom to preK-12th grade classrooms. Current Issues in Education, 15(3). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/940
  • Punch, K. F. (2013). Introduction to social research: Quantitative and qualitative approaches. SAGE. Silva, R., Farias, C., & Mesquita, I. (2021). Challenges faced by preservice and novice teachers in implementing student-centred models: A systematic review. European Physical Education Review, 27(4), 798–816. https://doi.org/10.1177/1356336x21995216
  • Sözen, P. H. (2018). Challenges of novice teachers. IJAEDU- International E-Journal of Advances in Education. 4(12), 278.282.
  • Stewart D. W., & Shamdasani, P. M. (1990). Focus groups. Theory and practice. SAGE.
  • Varghese, N. (2022, May 4). Back to school: How the great resignation is changing education. Forbes. https://www.forbes.com/sites/sap/2022/05/04/back-to-school-how-the-great-resignation-is-changing-education/?sh=691b0f5f5d77
  • Walker, T. (2022, February 1). Survey: alarming number of educators may soon leave the profession. National Education Association. https://www.nea.org/advocating-for-change/new-from-nea/survey-alarming-number-educators-may-soon-leave-profession
  • Whalen, C., Majocha, E., & Van Nuland, S. (2019). Novice teacher challenges and promoting novice teacher retention in Canada. European Journal of Teacher Education, 42(5), 591–598.
  • Yang, Y. (2012). Cultivating critical thinkers: Exploring transfer of learning from pre-service teacher training to classroom practice. Teaching and Teacher Education, 28, 1116–1130. https://doi.org/10.1016/j.tate.2012.06.007.

First-Year Teachers’ Perceptions of Pre-Service Wellness and Physical Activity Integration Coursework and the First-Year Transition

Yıl 2023, Cilt: 5 Sayı: 2, 710 - 722, 28.12.2023

Alicia Stapp Abbey Shane

https://doi.org/10.51535/tell.1323302

Öz

First-year teachers encounter complex challenges such as classroom management, time constraints, expansive curricula, and adapting to a new school environment. Transitioning can be difficult for first-year teachers who are not exposed to such realities during teacher preparation. To investigate this topic a qualitative approach was employed to examine first-year teachers’ perceptions of four sequential pre-service courses designed to address the first-year transition. A focus group was conducted to determine preparedness for the transition, usefulness of the coursework, and its impact on first-year teachers’ pedagogy and student learning. Following data analyses the following themes emerged: a) feasibility of putting it into practice; b) sharing and collaboration; and c) preparation is in the details. In sum, first-year teachers indicated they were prepared for their first year, feasibly collaborated and shared their integrated pedagogical methods, and ultimately developed a sense of belonging as a result of their experiences in the pre-service coursework.

Anahtar Kelimeler

teacher education integrated coursework wellness physical activity first-year teacher transition

Kaynakça

  • Barnum, M. (2022, 6 March). Teacher turnover hits new high across the U.S. Chalkbeat. https://www.chalkbeat.org/2023/3/6/23624340/teacher-turnover-leaving-the-profession-quitting-higher-rate Cakmak, M., Gündüz, M., & Emstad, A. B. (2019). Challenging moments of novice teachers: Survival strategies developed through experiences. Cambridge Journal of Education, 49(2), 147–162. https://doi.org/10.1080/0305764x.2018.1476465
  • Chambers, M. J., Johnson, A., Jones-Rincon, A., Tsatenawa, V., & Howard, K. (2019). Why do teachers leave? A comprehensive occupational health study evaluating intent-to-quit in public school teachers. Journal of Applied Biobehavioral Research, 24(1), e12160. https://doi.org/10.1111/jabr.12160
  • De Jong, L., Jacobiene, M., & Wilfried, A. (2019). School-based teacher collaboration: Different learning opportunities across various contexts. Teaching and Teacher Education. 86. 102925. https://doi.org/10.1016/j.tate.2019.102925
  • De Jong, L., Jacobiene M., & Wilfried, A. (2022) Teacher learning in the context of teacher collaboration: connecting teacher dialogue to teacher learning, Research Papers in Education, 37(6), 1165-1188. https://doi.org.10.1080/02671522.2021.1931950
  • Diamond A. (2010). The evidence base for improving school outcomes by addressing the whole child and by addressing skills and attitudes, not tust content. Early Education and Development, 21(5), 780–793. https://doi.org/10.1080/10409289.2010.514522
  • Dias-Lacy, S. L. & Guirguis, R. V. (2017). Challenges for new teachers and ways of coping with them. Journal of Education and Learning, 6(3), 265-272. http://doi.org/10.5539/jel.v6n3p265
  • Diliberti, M., Schwartz, H., & Grant D. (2021). Stress topped the reasons why public school teachers quit, even before COVID-19. RAND Corporation.
  • Douglas, A. S. (2017). Extending the teacher educator role: Developing tools for working with school mentors. Professional Development in Education, 43(5), 841–859. https://doi.org/10.1080/19415257.2016.1258655
  • Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814–825. https://doi.org/10.1016/j.tate.2009.02.021
  • Franklin, R., & Pleis, J. (2022). Creating an innovative college classroom learning space for preservice teachers. Teacher Education Journal of South Carolina, 13(2), 66-72.
  • Glogger-Frey, I., Treier, A. K., & Renkl, A. (2022). How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers. Instructional Science, 50, 451-473. https://doi.org/10.1007/s11251-022-09577-6
  • Hornstra, T. E, Stroet, K., & Weijers, D. (2021). Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes. Teaching and Teacher Education, 99, 1-12.
  • Hourigan, R. M., & Edgar, S. N. (2020). The foundations of phenomenology: Epistemology, methodology, and analysis. In Approaches to Qualitative Research: An Oxford Handbook of Qualitative Research in American Music Education, 1, 110.
  • Hurlburt, A.R., & Krutka, D. G. (2020). Where do we start? Initiating a practice-based teacher education program around high leverage practices. Journal of Teacher Education and Educators, 9(2), 169-199.
  • Husserl, E. (1931). Ideas: General introduction to pure phenomenology. Macmillan.
  • Jarrett, R. L. (1993). Focus group interviewing with low-income minority populations: A research experience. In D. L. Morgan (Ed.), Successful focus groups: Advancing the state of the art (pp. 184–201). London, Sage. https://doi.org/10.4135/9781483349008.n12
  • Johnson, T. N., & Dabney, K. P. (2018). Voices from the field: Constraints encountered by early career elementary science teachers. School Science and Mathematics, 118(6), 244–256. https://doi.org/10.1111/ssm.12290
  • Kitzinger, J. (1995). Qualitative research: Introducing focus groups. BMJ, 311(7000), 299–302. https://doi.org/10.1136/bmj.311.7000.299
  • Marshall, D. T., Pressley, T., Neugebauer, N. M., & Shannon, D. M. (2022). Why teachers are leaving and what we can do about it. Phi Delta Kappan, 104(1), 6–11. https://doi.org/10.1177/00317217221123642
  • MAXQDA. (2021). Qualitative analysis software: Powerful and easy-to-use. MAXQDA. [Computer software] https://www.maxqda.com/qualitative-analysis-software?gclid=CjwKCAjwlcaRBhBYEiwAK341jfv1EQV8ZoXydzC9Jli6b36_wxxPan5cq2TP7Ma15ViWot1G-P9ePhoCuh0QAvD_BwE#
  • Morgan, D. L. (1998). The focus group guidebook. Focus group kit 1. SAGE.
  • National Education Association (2022, January 31). Poll results: Stress and burnout pose threat of educator shortages. GBAO Strategies. https://www.nea.org/sites/default/files/2022-02/NEA%20Member%20COVID-19%20Survey%20Summary.pdf
  • Nelson, L. P., Crow, M. L., & Tice, K. (2015). Using active-learning strategies to increase preservice teachers’ efficacy in a service-learning course. International Journal of Research on Service-Learning and Community Engagement, 3(1), article 19.
  • Pepper, S. K., Blackwell, S., Monroe, A., & Coskey, S. (2012). Transfer of active learning strategies from the teacher education classroom to preK-12th grade classrooms. Current Issues in Education, 15(3). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/940
  • Punch, K. F. (2013). Introduction to social research: Quantitative and qualitative approaches. SAGE. Silva, R., Farias, C., & Mesquita, I. (2021). Challenges faced by preservice and novice teachers in implementing student-centred models: A systematic review. European Physical Education Review, 27(4), 798–816. https://doi.org/10.1177/1356336x21995216
  • Sözen, P. H. (2018). Challenges of novice teachers. IJAEDU- International E-Journal of Advances in Education. 4(12), 278.282.
  • Stewart D. W., & Shamdasani, P. M. (1990). Focus groups. Theory and practice. SAGE.
  • Varghese, N. (2022, May 4). Back to school: How the great resignation is changing education. Forbes. https://www.forbes.com/sites/sap/2022/05/04/back-to-school-how-the-great-resignation-is-changing-education/?sh=691b0f5f5d77
  • Walker, T. (2022, February 1). Survey: alarming number of educators may soon leave the profession. National Education Association. https://www.nea.org/advocating-for-change/new-from-nea/survey-alarming-number-educators-may-soon-leave-profession
  • Whalen, C., Majocha, E., & Van Nuland, S. (2019). Novice teacher challenges and promoting novice teacher retention in Canada. European Journal of Teacher Education, 42(5), 591–598.
  • Yang, Y. (2012). Cultivating critical thinkers: Exploring transfer of learning from pre-service teacher training to classroom practice. Teaching and Teacher Education, 28, 1116–1130. https://doi.org/10.1016/j.tate.2012.06.007.
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makaleleri
Yazarlar

Alicia Stapp 0000-0003-1528-212X

Abbey Shane Bu kişi benim

Erken Görünüm Tarihi 19 Kasım 2023
Yayımlanma Tarihi 28 Aralık 2023
Kabul Tarihi 7 Kasım 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 2

Kaynak Göster

APA Stapp, A., & Shane, A. (2023). First-Year Teachers’ Perceptions of Pre-Service Wellness and Physical Activity Integration Coursework and the First-Year Transition. Journal of Teacher Education and Lifelong Learning, 5(2), 710-722. https://doi.org/10.51535/tell.1323302
 Kapak Resmi İndir

2617220107