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“Coming into my own as a teacher”: English teachers' experiences in their first year of teaching
| Content Provider | Semantic Scholar |
|---|---|
| Author | Cook, Jennifer Susan |
| Copyright Year | 2004 |
| Abstract | “COMING INTO MY OWN AS A TEACHER”: ENGLISH TEACHERS’ EXPERIENCES IN THEIR FIRST YEAR OF TEACHING MAY 2004 JENNIFER SUSAN COOK, B.A., AMERICAN UNIVERSITY M ED., UNIVERSITY OF MASSACHUSETTS AMHERST ED.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Irving Seidman Although the wealth of research on beginning teachers indicates that teachers’ transitions from preservice to inservice are often fraught with complexity, the prevalent “sink-or-swim” approach to their entries into teaching does not usually recognize the developmental complexities of each individual teacher’s experience. The developmental blindness that some educational stakeholders have developed in regard to beginning teachers is, in fact, vastly different from the way our society views “newness” or “beginnings” in other venues and forms. If stakeholders in education were to take new teachers seriously as learners, we would not expect the same from them as from veteran teachers, and we would, as a matter of regular practice, provide new teachers with adequate support that is rooted in the legitimate learning and developmental demands of each beginning teacher. Using a phenomenological framework and an in-depth interviewing methodology, I interviewed ten (10) first-year English teachers in order to illuminate the nature of the experience of the first year of teaching English. I explored what it is about the nature of the first-year of teaching that has made it such an infamously trying time emotionally, intellectually, and socially. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=6513&context=dissertations_1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
