Abstract According to McAuliffe and Lovell (2006), regardless of the training received in skills classes, master’s level counseling students continue to be rote in their approach to clients and their use of counseling skills as opposed to understanding how skills fit into the helping process. Students also experience confusion manifested by fear, anxiety, self-doubt, and questioning of abilities to perform the required skills (Skovholt & Jennings, 2005). The purpose of this research study was to explore the lived experiences of master’s level counseling students in a beginning counseling skills class. I used Perry’s (1970) scheme of cognitive and intellectual development as a framework for my study. Participants were nine students from three counseling programs in the southern part of the United States, selected by criterion sampling. I used a psychological phenomenological design to gain insights into the nine counseling students’ skills-learning experiences. Data collection methods included student interviews, weekly journals, and course syllabi. To analyze the data, I used a modified version of Moustakas’ (1994) six-step method of data analysis. Four themes resulted from my data analysis: (1) developmental progression, (2) instructional methodology, (3) personal reactions, and (4) pre-defined structures. These themes were used to answer my three research sub-questions and the central research question. Based on the results of my study, students believed that class format, teaching interventions, personality traits, experiences outside of class, peers, time and class schedules influenced their learning of beginning counseling skills. Keywords: Counseling Students, Developmental Model, Pedagogy, Perry’s Scheme

Thesis advisor: Elizabeth Twomey / New teachers arrive to our nation's schools with a range of educational preparation and professional experience. Schools endeavor to alleviate these differences, build professional capacity, and guarantee the efficacy of new teachers (thus more quickly improving educational quality for children) most frequently through induction programs. Researchers identify mentoring as the most common means of inducting new teachers. The school reform movement and related law have influenced mentoring frequency, goals, and practices, as have recent advances in understanding how adults learn. With the number of new teachers expected in both public and independent schools within the current decade, the intense pressure of reform mandates, and public expectations on teacher quality, the effectiveness of new teacher induction and mentoring programs is paramount. Likewise, as the nation increases in its overall diversity, how mentoring programs address the race and ethnicity of new teachers and mentors, particularly when the vast majority of veteran mentor teachers for the near future will be White, is also critical to program success. This study examined the effect of a newly implemented induction and mentoring program on a cohort of new teachers during their first year of service in an independent school. The school had a strategic initiative to diversify its faculty. Consequently, an essential element of the study was to investigate the experience of new teachers of color who were involved in cross-race mentor-new teacher relationships in contrast to the experience of their White counterparts involved in the same program for the same academic year. An overview of the study, a review of relevant literature, the study's design, results, and discussion of findings and their implications are presented. / Thesis (EdD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

Thesis advisor: Patrick J. McQuillan / Most would agree that pupil learning is a fundamental purpose of schooling. Differences arise, however, when conceptualizing what form that learning should take and how it should be assessed. In recent years, there has been increased pressure to improve pupil achievement through educational reform initiatives intended to ensure that all pupils meet high academic standards through strict accountability measures. This dissertation seeks to understand how teacher candidates/beginning teachers, working in this era of accountability, focus on pupil learning over time. An interpretive qualitative approach was employed to complete cross-case analyses on 55 interviews conducted with five participants over a 3-year period. Based on a sociocultural framework, and drawing on constructivist assessment theories and prior research on learning to teach, this dissertation argues that the end objective of improving pupil learning led teachers to enhance their teaching practice by holding high expectations for pupil learning, building personal relationships with pupils, maintaining strong classroom management strategies, and utilizing formative assessment practices. However, engaging in these practices was often a result of a complex process of negotiation between aspects of the school context that functioned as obstacles and the teachers' moral sensibilities Overall, contrary to claims made by stage theory, the beginning teachers in this study demonstrated that focusing on pupil learning was possible with perseverance, commitment to social justice, development of an inquiry stance and an understanding that learning to teach is a life-long process that involves continuous reflection and professional development. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Submitted by Eunice Novais (enovais@uepg.br) on 2017-09-22T14:54:07Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Paula Valeria M Jonsson.pdf: 2663124 bytes, checksum: 961d908a110fadbde5f451e0876693cc (MD5) / Made available in DSpace on 2017-09-22T14:54:07Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Paula Valeria M Jonsson.pdf: 2663124 bytes, checksum: 961d908a110fadbde5f451e0876693cc (MD5) Previous issue date: 2017-07-31 / O presente estudo tem como objeto a prática pedagógica do professor iniciante nos anos iniciais do ensino fundamental da Rede Municipal de Ensino de Ponta Grossa/PR. A discussão justifica-se devido ao debate sobre o início da docência ter se intensificado nos últimos anos, sendo vista como período importante no desenvolvimento profissional docente. Tem-se como problemática de pesquisa a questão: Como se efetiva a prática pedagógica do professor iniciante dos anos iniciais do ensino fundamental na rede municipal de ensino de Ponta Grossa/PR? Os objetivos da pesquisa são: a) Analisar quais são os fatores que determinam a prática pedagógica do professor iniciante dos anos iniciais do ensino fundamental; b) Identificar quais são as dificuldades que os professores iniciantes enfrentam em sua prática pedagógica no início da carreira; c) Identificar as estratégias teórico-metodológicas que os professores iniciantes utilizam para superar os problemas e dificuldades encontradas na prática pedagógica. Ao longo do processo de pesquisa, foram abordados os seguintes conceitos: professor iniciante e sua inserção profissional (MARCELO 1999; VAILLANT; MARCELO, 2009, 2012; HUBERMAN, 2013); prática pedagógica (GIMENO SACRISTÁN, 1999; VASQUEZ, 2011); clima organizacional e características da escola (BRUNET, 1992; NÓVOA, 1992); a formação inicial do professor iniciante e as relações com a prática pedagógica (BISSOLI DA SILVA, 2006; ROMANOWSKI, 2007; SAVIANI, 2012). Apresentam-se discussões sobre o início da docência que permeiam o Plano Nacional de Educação e as Diretrizes Curriculares Nacionais para a Formação Inicial e Continuada dos Profissionais do Magistério da Educação Básica. Além disso, o Estágio Supervisionado é contemplado nas discussões (SILVA, 2011), assim como a possibilidade de pesquisa no processo de formação de professores (LÜDKE, 1993, 2001; GASPARIN, 2002; ANDRÉ, 2006) e também o conceito de habitus (BOURDIEU, 1983, 2009). A pesquisa foi desenvolvida numa perspectiva qualitativa, cujos dados foram obtidos com a aplicação de questionário e com a realização de Grupo de Discussão, a partir de Wivian e Pfaff (2010), Callejo (2001) e Gutiérrez (2001). A investigação foi realizada com 21 professoras da Rede Municipal de Ensino de Ponta Grossa/PR, lotadas em 18 escolas. Utilizou-se a Análise de Conteúdo (2011) para a análise e o tratamento dos dados. Os resultados evidenciaram que a prática das professoras iniciantes é determinada pelos saberes construídos na formação inicial e que as dificuldades encontradas em suas práticas estão relacionadas com as interações com os demais professores da escola e com o clima organizacional das instituições. As professoras iniciantes buscam pesquisar, por elas mesmas, os subsídios teórico-metodológicos para superar os óbices encontrados e, assim, efetivam sua prática pedagógica a partir dos pressupostos da formação inicial e por meio da interação com os pares. / This study aims to discuss the pedagogical practice of the beginnings teachers in the first years of the public elementary education in the city of Ponta Grossa, Paraná (BRA). The research is justified by the discussions about the beginning teachers increased sharply in the last years, seen as an important phase for the development of the teacher´s career. The problematic of the research is: How does the pedagogical practice of the beginning teacher in the first years of the public elementary education take place in the city of Ponta Grossa? The research objects were: a) to reveal the factors that determine the practice; b) identify what are the difficulties of beginning teachers finding in their pedagogical practice in first years of teaching; c) identify the theoretical and methodological strategies that beginner teachers use to overcome the problems and difficulties perceived in pedagogical practice. Throughout the research process were discussed the following concepts: beginning teacher and professional insertion (MARCELO 1999; VAILLANT; MARCELO, 2009, 2012; HUBERMAN, 2013); pedagogical practice (GIMENO SACRISTÁN, 1999; VASQUEZ, 2011); organizational atmosphere and school characteristics (BRUNET, 1992; NÓVOA, 1992); the beginning teacher’s knowledge and the relations with the pedagogical practice (BISSOLI DA SILVA, 2006; ROMANOWSKI, 2007; SAVIANI, 2012). Discussions about the beginning of teaching that permeate the Brazilian National Education Program and the Brazilian National Curricular Guidelines for the Initial and Continuous Formation for Elementary Education Teachers are presented. Also compose the discussions of this work: the supervised internship (SILVA, 2011); the possibility of research in teachers training process (LÜDKE, 1993, 2001; ANDRÉ, 2006; GASPARIN, 2002) and the concept of habitus (BOURDIEU, 1983, 2009). Qualitative research was used to investigate the data, which were obtained by the questionnaire and the Discussion Group, from Wivian and Pfaff (2010), Callejo (2001) and Gutiérrez (2001). The research was carried out with 21 public school teachers of Ponta Grossa, Paraná, located in 18 schools. The Content Analysis (2011) was used for the analysis and treatment of the data. The results showed that the practice of the beginning teachers is determined by the knowledge built in the initial formation, and that the difficulties perceived in their practices are related to the interactions with the other teachers of the school and the organizational atmosphere. The beginning teachers seek by themselves to research the theoretical and methodological subsidies to overcome the obstacles perceived, and so they prosecute their pedagogical practice since the presuppositions of the initial formation and by interacting with the coworkers.

[pt] A partir da constatação de que, embora venha ganhando destaque, o período de iniciação à docência não é privilegiado para investigações no Brasil e, portanto, reconhecendo a necessidade de continuidade de investimentos na temática, desenvolvo esta pesquisa cujo objetivo é ampliar o conhecimento sobre aspectos do trabalho, do desenvolvimento profissional e da socialização de professores iniciantes em uma perspectiva relacional. Baseando-me no estudo sobre o ciclo de vida profissional docente (HUBERMAN, 1995), tomo como sujeitos professores que se encontram nas duas primeiras fases da sua carreira, que possuem até seis anos de atuação profissional. Sustentada na noção de campo (BOURDIEU, 2009) que implica pensar relacionalmente, trabalho com iniciantes de três redes de ensino, duas públicas e uma privada, a fim de identificar homologias e divergências no modo como a organização do trabalho se processa e se objetiva nessas diferentes redes, no Rio de Janeiro. A literatura (MARCELO GARCÍA, 1999; 2009; PAPI; MARTINS, 2010) sobre o período de inserção mostra que o início da carreira docente apresenta demandas específicas e que esse momento pode ser experimentado de modo mais fácil ou mais difícil, dependendo do acolhimento, do apoio e do lugar em que atuam os novatos. Assim, busco saber como vivenciam esse período docentes de diferentes redes e que aspectos parecem favorecer ou dificultar a inserção e o desenvolvimento profissional dos mesmos. Optei por trabalhar com narrativas de professores porque meu interesse foi construir esse objeto a partir da visão de quem está vivendo essa fase. Foram realizadas vinte e três entrevistas semiestruturadas, do tipo depoimento, com professores das séries iniciais do ensino fundamental e da educação infantil. Através delas pude apreender aspectos do cotidiano de trabalho e identificar estratégias (BOURDIEU, 2004) das instituições e dos agentes para se inserirem nesses espaços sociais, bem como perceber de que maneiras elas influenciam o seu modo de se constituir “professor” e sua perspectiva de carreira. No diálogo “empiria-teoria”, a pesquisa se beneficia das contribuições de Bourdieu (2004), que ajudam a iluminar as estratégias de inserção presentes no campo educacional, bem como homologias e discrepâncias presentes entre elas e como vão influenciando a constituição do habitus associado à função docente (PENNA, 2011); de Marcelo García (1999; 2009) e Marcelo García e Vaillant (2012), no que tange ao desenvolvimento profissional de professores e ao início da carreira docente; de Barroso (2005), que fornece elementos para pensar as bases de uma autonomia construída; entre outros. As análises revelam formas variadas de investimento em desenvolvimento profissional e lógicas distintas de construção do trabalho. Por um lado, reforçam achados de outras pesquisas no que tange à importância dos pares na inserção profissional e confirmam que o capital tempo, ainda que sofra variações, é fator de distinção entre jovens professores e professores mais antigos. Por outro, assinalam a importância da organização das redes e das escolas na socialização dos iniciantes, que vão construindo percepções e intenções diferenciadas em relação ao seu trabalho, à profissão e aos investimentos na carreira. / [en] Upon finding that the period of initiation in the teaching profession has not been privileged with investigations in Brazil—although it has gained recent prominence—and, therefore, acknowledging the need for continuity in terms of investments in this theme, I hereby develop this research work, with the goal of expanding current knowledge on the aspects of the work, the professional development, and the socialization process of beginning teachers, from a relational perspective. Drawing upon the study of the professional life cycle of teachers (HUBERMAN, 1995), I have taken, as subjects of the study, teachers who find themselves in the first two phases of their career, having up to six years of professional experience. Supported by the notion of field (BOURDIEU, 2009), which implies thinking relationally, I have worked with beginning teachers of three school systems—two schools in the public school system (municipal and federal), and one in the private school system—in order to identify homologies and divergences in the way that work structure is intended and processed in these different systems, in Rio de Janeiro. Literature on the period of initiation (MARCELO, 1999, 2009; PAPI; MARTINS, 2010) shows that the beginning of the teaching career has specific demands, and that this period may be experienced with more or less difficulty, depending on the acceptance and support of beginning teachers and their work location. Thus, I have sought to know how teachers of different systems experience this period and which aspects seem to foster or hinder their professional insertion and development. I chose to work with teachers’ narratives, as my interest was to build this object of study from the viewpoint of those who experience this phase. Twenty-three semi-structured interviews (testimonial style) were carried out with teachers of the first few grades of elementary and early childhood education. Through these interviews, I was able to apprehend aspects of their daily work and identify strategies (BOURDIEU, 2004) used by institutions and agents to gain ground in these social spaces. I also perceived how these strategies influence their way of becoming a “teacher” and their career perspectives. As regards the dialogue between empiricism and theory, this research project benefits from the contributions made by Bourdieu (2004), which help clarify the professional insertion strategies present in the field of education, as well as homologies and discrepancies present in them and how they come to influence the formation of the habitus associated with the teaching position. The contributions made by Marcelo (1999, 2009) and Marcelo e Vaillant (2012) touch on the professional development of teachers and the beginning of the teaching career, and Barroso (2005) provides elements to reflect on the basis of autonomy construction, among others. Analyses show various ways to invest in professional development, and distinct logical processes of work building. On the one hand, they reinforce findings of other research projects concerning the importance of peers in professional insertion and confirm that time (as a valuable asset), although it may vary, is a differing factor between young teachers and more experienced professionals. On the other hand, the analyses highlight the importance of organizing the school systems and units in the socialization process of beginning teachers, who build their own perceptions and different intentions in relation to their work, profession, and investments in their career.

Prior research on new teacher mentoring has focused on in-person mentoring to mediate rates of teacher attrition, yet few studies have explored applying digital communication technologies (DCTs) as tools for virtual mentoring of novice teachers, particularly for supporting novice rural teachers who may be at higher risk of attrition. The purpose of this qualitative case study was to explore how the virtual mentoring of novice rural teachers through DCTs reflected Hudson's five-factor model of mentoring. The research questions focused on how novice rural teachers and their mentors described the virtual mentoring experience and how the pairs interacted during the mentoring process. This single case study included two embedded units of analysis comprised of two mentoring pairs that contained one experienced teacher and one novice rural teacher who interacted using DCTs. Data were collected from interviews, reflective journals, and an online discussion forum. Single-unit analysis included open and axial coding and category construction. Cross-unit analysis involved the constant comparative method to identify emerging themes and discrepancies. Key findings showed that all of Hudson's five factors of in-person mentoring were present in the virtual mentoring interactions. Virtual mentoring provided novice teachers with flexibility, responsive mentoring, and a professional learning community for the sharing of resources, receiving affective support, engaging in reflection, and developing pedagogical and system knowledge through modeling and feedback. The results of this study contribute to social change by providing insights for educators and administrators interested in using virtual mentoring as effective support for novice teachers in rural K-12 schools.

This thesis seeks to gain greater knowledge of the process of transition and development that beginning primary teachers undergo over their first year of teaching. The research focus is on investigating and understanding this process from the standpoint of the beginning teacher. Of particular interest is an examination of how the teacher preparation programme, contextual features of the school, and participants' own beliefs and biographies influence and impact on their transition to teaching and their professional and identity development as first year teachers. This longitudinal study takes an interpretive approach to investigate the first year teaching experiences of 12 beginning teachers in 11 primary schools. The qualitative methodology used in this thesis shares characteristics with a case study approach and utilizes procedures associated with grounded theory. Data were gathered systematically over a year by way of 48 semi-structured, individual interviews, two focus group interviews, and 48 questionnaires, supplemented by field notes. The collected data were analyzed, coded, and categorized, and explanations and theory that emerged from this process were grounded in the data. The findings of this study have three broad sets of implications for the education and induction of beginning teachers. Firstly, they question the role that practicum plays in the transition from student to teacher. The findings suggest that the practicum component of teacher preparation programmes should be re-conceptualized and redesigned to provide authentic opportunities for student teachers to be exposed to the full range of work demands and complexity that they will encounter as beginning teachers. Secondly, becoming a successful teacher appears to depend on the quality of the school's professional and social relationships, particularly in terms of the frequency and type of formal and informal interactions that ii beginning teachers have with colleagues. While the major source of satisfaction and self-esteem came from seeing the children whom they taught achieving socially and academically, the beginning teachers also had a strong need for affiliation, which was enabled through positive, structured interactions and relationships with colleagues. The study also indicates that employment status influences the way that the beginning teachers view their work and themselves as teachers, with those in relieving positions displaying greater variability in terms of emotional reactions and a sense of professional confidence than those employed in permanent positions. The third set of implications relate to beginning teacher induction. The study points to variability in the quality of induction experiences and challenges policy makers and principals to ensure that all beginning teachers are provided with sound and systematic advice and guidance programmes which are necessary for their learning and development. While the study confirms the critical role played by tutor teachers in beginning teacher induction, it suggests that the focus is on emotional and practical support rather than on educative mentoring to enhance new teachers' thinking and practice. This thesis provides a comprehensive and nuanced view of how beginning to teach is experienced and interpreted. It paints a complex picture of the relationship between biography, beliefs, preparation, and context in the process of learning to teach. The study contributes to the literature on the education of beginning teachers. It highlights the need for developing a shared understanding amongst policy makers, teacher educators, and schools regarding the multiplicity and complexity of factors that influence the transition and development of beginning teachers.

<p>Syftet med denna undersökning var att få ta del av en nyexaminerad lärare och en mentors erfarenheter och upplevelser av mentorskap. Metoden var att intervjua en adept och en mentor, som tillsammans hade haft en mentorskapsrelation. Intervjuerna gjordes av två personer med öppna och ostrukturerade frågor, vilket ledde till följdfrågor. Resultatet visade att de båda enbart hade positiva erfarenheter och upplevelser av mentorskap. Det visade sig att det viktigaste med ett väl fungerande mentorskap var erfarenhet inom yrket hos mentorn och en vilja och ett engagemang hos alla inblandade parter.</p>

The aims of this thesis were to examine the utilisation of various linguistic levels in the oral reading of running texts among Swedish beginning readers, and specifically to question the supposedly predominant role of lower (i.e. sub-lexical) linguistic levels by also examining possible evidence of the utilisation of information at the syntactic or semantic levels, as well as textual context. The investigation is based on a corpus constructed from the oral reading of running texts and includes a number of studies using both quantitative and qualitative error analyses. The analyses confirm that other linguistic levels than the sub-lexical have an impact on reading. This was shown both in the linguistic acceptability of errors and the extent to which errors were corrected depending on linguistic acceptability. Although the natural point of departure seemed to be the graphemic level, analyses revealed that graphemic complexity or word transparency alone could not explain error frequencies. In quite a few cases, qualitative analyses revealed, for instance, that higher linguistic levels or knowledge of the world could explain both why words did and did not result in reading errors. However, phonological quantity appeared to be a major difficulty throughout the study, which is clearly related to the graphemic or phonological level. Some differences regarding the developmental perspective were observed. One study indicated that the readers might develop stepwise regarding their utilisation of various linguistic levels, in the sense that they appeared to rely mainly on lower linguistic levels early in reading development. Later they seemed to be dependent on higher linguistic levels, and ultimately they seemed to be sensitive to, rather than dependent on, higher linguistic levels. An interesting result was that the readers seemed to use different strategies for different kinds of words throughout the investigation, using a direct decoding strategy for frequent words, but using a letter-by-letter decoding strategy for less frequent or graphemically complex words.

This thesis aims to explicate the claim that in Heidegger&#039 / s thinking techn