CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Entry-Year Teachers Inside and Outside of the Academy
Tác giả
Fayne H.R.; Ortquist-Ahrens L.
Năm xuất bản
2006
Source title
College Teaching
Số trích dẫn
3
DOI
10.3200/CTCH.54.4.320-323
Liên kết
Tóm tắt
Abstract. Do sustained induction programs increase participants' teaching efficacy? Data from a qualitative case study of new college faculty involved in a learning community at a small liberal arts college were compared with data from a college-sponsored mentoring project involving first-year teachers from five suburban school districts. Regardless of whether participants taught K-12 or in collegiate classrooms, two dominant themes emerged from first-year narratives: students were likely to overtly challenge the authority of new teachers, and there was a profound difference between novices' own experiences as students and those of the students now in their classrooms. © 2006, Copyright Taylor & Francis Group, LLC.
Từ khóa
behavior problems; first-year teachers; teaching efficacy
Tài liệu tham khảo
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Nơi xuất bản
Taylor and Francis Ltd.
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus