Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Barbara Levin; submitted to the Dept. of Curriculum and Instruction. Title from PDF t.p. (viewed May 6, 2010). Includes bibliographical references (p. 195-201).

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 8, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 67-73) and abstract. Also available in print.

Thesis (Ph. D.)--Texas State University-San Marcos, 2007. / Vita. Appendix: leaves 173-189. Includes bibliographical references (leaves 190-203).

Thesis (Ph. D.)--University of Idaho, 2006. / Abstract. "November 2006." Includes bibliographical references (leaves 176-189). Also available online in PDF format.

Thesis (MEd)--Cape Peninsula University of Technology, 2017. / The teaching profession is unique in this sense that in no other employment industry, are beginner employees straight out of university expected to do the work and hold the responsibilities equal to that of a senior or more experienced colleague. This idea is held as one of the main reasons why teachers need support in their first few years of teaching (Darling-Hammond, 2010; Le Maistre & Paré, 2010). From my own experience as well as that of the novice art teacher participants in this research, it was clear that art teachers in their first three years of teaching experience positive encounters as well as several challenges. Challenges varied from the lack of support and orientation from school management to several other factors that contributed to a demanding workload and stress. The theoretical framework that informs this research is grounded in the combination of theoretical perspectives developed by Geert Kelchtermans (1993; 1994; 1999) namely the narrative-biographical perspective and the micro-political perspective. Participants were interviewed and requested to attend a focus group session where they were asked to create a River of Life representation of their experiences since starting their art education careers. The transcripts were analysed in conjunction with the drawings to forge connections between the participants’ feedback to establish themes. The themes of this particular research relate mainly to the common experiences that the participants face as novice art teachers and the support they receive from their school management and education authorities.

This study followed two teacher candidates from the Communities as Resources in Early Childhood Teacher Education (CREATE) project into their first year classrooms to determine whether they were able to translate the theoretical principles from their teacher preparation program into practice during their first year of teaching. It also examined the supporting and limiting contextual factors that affected translation both during their teacher preparation and in their first year of teaching. Multiple case study methodology was used to look closely at each case independently providing consistency through replication, while also allowing the ability to look across both cases to develop more powerful findings (Stake, 2006; Baxter & Jack, 2008; Yin, 2014). A conceptual frame was developed around translation, revisiting how it has been used in other fields of research in the past (Catford, 1974; Bassnett, 2013; Major & Cordey-Hayes, 2000; Holden & Von Kortzfleisch, 2004; Jacobson, Butterill & Goering, 2003; Davison, 2009; Straus, Tetroe, & Graham, 2009) and how it is currently being used as a metaphor in the field of education (Cook-Sather, 2001, 2006) to provide a lens into the intricacies and flexibility of the process of translation. Literature was reviewed to provide background into research that has looked closely at the impact teacher preparation programs have on the first year of teaching, and to provide background information into the conceptualization of the work undergirding the principles of CREATE. It is crucial for teacher preparation programs to follow their own graduates into their classrooms to gain a deeper understanding of what concepts, theories, and principles translated from university classrooms and field experiences to practice in first year teacher's classrooms, in order to make changes to their teacher education curriculum to prevent a breakdown of translation. This study offers insight into what supports and limits translation and offers suggestions for future research in the area of translation.

This dissertation challenges the traditional patriarchal conception of mentoring, in which mentors are cast as experts and the task for novices is to assimilate their mentors' knowledge and proposes an alternate feminist conception in which mentors and novices are learner-teachers. The conception is based on practices of conversation and shared experience, through which mentoring partners develop trust and reciprocity. Through reciprocity, mentoring dyads move to a practice of thoughtful critique, in which they trouble taken-for-granted structures within schools. Central to feminist mentoring are issues of concern to the teachers involved, including issues of gender, race and culture as experienced in their own lives. To explore the conception of feminist mentoring, a qualitative research study was undertaken. Data about four mentoring dyads and one triad were collected through a series of structured interviews with individuals and pairs of teachers during one school year. The interviews were recorded and transcribed, and the resulting transcripts were analyzed for common themes. It was found that more successful dyads formed on the basis of the beginning teacher's choice and involved considerable time commitment. Successful mentoring dyads participated in frequent conversations, both casual and planned, in which they talked about students, shared resources, and co-planned curriculum. Conversations centred on both work-related and personal issues. The most successful dyad created numerous shared experiences which provided opportunities for the partners to learn reciprocally. Mentoring conversations and shared experiences led to two complementary ways of coming to know about teaching. In percolated learning the beginning teacher came to know based on hearing and thinking about the mentor's experiences. Thoughtful critique is a more deliberate mode of learning in which the mentor and beginning teachers intentionally address issues of common concern. Although there was some evidence of explicit thoughtful critique emerging within the mentorships, critique was expressed tentatively and cautiously. I suggest that the conditions of schools discourage critique and beginning teachers feel discouraged from being overtly critical. Mentoring dyads may need to work together for more than one year to develop a sufficient level of trust to move to a more critical feminist reconception of mentoring that supports and challenges both mentors and beginning teachers. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Despite a steady stream of new science teachers joining the K-12 education workforce, the rate at which beginning science teachers (BSTs) stay in the classroom long-term is shockingly low. With such a low rate of retention, it is important to examine these teachers’ experiences in the formative first years of teaching after completing a formal pre-service program in order to observe their continual learning in-service. Though much attention has been given to formal mentoring and induction programs for BSTs, little is known about the ways these teachers choose to continue learning to teach science. Especially little is known about how technology can facilitate their continued learning. In this phenomenographic study, I followed a group of BSTs to describe their experiences and conceptions of their learning choices and agency during the induction period, which I define as the first through third year of teaching. By investigating induction, the period of rapid learning that occurs during the first years of teaching science full-time, I captured the experiences BSTs have that are unique to this time. Both qualitative and quantitative data were collected from surveys, observations, journal reflections, and interviews. The data indicate that BSTs’ learning needs are tied to a desire for professional connection to other educators, juxtaposed with a perception that they must be self-reliant in their work. BSTs learn primarily from their specific student population, through trial and error, and the extent and manner of these learnings depend on time, logistics, and the school context in which they work. Finally, BSTs demonstrate that technology plays a primarily pedagogical role in their classrooms, but promising themes emerged about ways in which they learn from and use technology to deprivatize teaching in order to meet their desire for professional connection.

The problem of the orientation of new teachers in a school system is of vital importance to the teaching profession. Many of the difficulties which arise in trying to adjust to a new job situation may be alleviated if they are identified as problems and are worked on as such. Some of the things troubling new teachers are in the areas of professional security, acceptance by the entire faculty, and social adjustments in the community. / Typescript. / "July, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Education." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references (leaves 31-32).