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The Role of Teacher Self-Strategies in First Year Teacher Experience and Teacher Socialisation

The Role of Teacher Self-Strategies in First Year Teacher Experience and Teacher Socialisation

Ekaterina Kozina, Aidan Seery, Andrew Loxley
Copyright: © 2013 |Pages: 10
ISBN13: 9781466621220|ISBN10: 1466621222|EISBN13: 9781466621237
DOI: 10.4018/978-1-4666-2122-0.ch056
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MLA

Kozina, Ekaterina, et al. "The Role of Teacher Self-Strategies in First Year Teacher Experience and Teacher Socialisation." Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements, edited by Paolo M. Pumilia-Gnarini, et al., IGI Global, 2013, pp. 654-663. https://doi.org/10.4018/978-1-4666-2122-0.ch056

APA

Kozina, E., Seery, A., & Loxley, A. (2013). The Role of Teacher Self-Strategies in First Year Teacher Experience and Teacher Socialisation. In P. Pumilia-Gnarini, E. Favaron, E. Pacetti, J. Bishop, & L. Guerra (Eds.), Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements (pp. 654-663). IGI Global. https://doi.org/10.4018/978-1-4666-2122-0.ch056

Chicago

Kozina, Ekaterina, Aidan Seery, and Andrew Loxley. "The Role of Teacher Self-Strategies in First Year Teacher Experience and Teacher Socialisation." In Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements, edited by Paolo M. Pumilia-Gnarini, et al., 654-663. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2122-0.ch056

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Abstract

It is recognised that the first year of professional practice of teachers, also known as an induction year, has far reaching implications for their subsequent teaching career. This chapter discusses the findings of a large scale mixed-methods research project (2006-2010) conducted on the socialisation experiences of beginning primary teachers in the Republic of Ireland. In detail, the project was concerned with real life experiences of teachers as they progress through their first year of professional practice. The data on which the chapter reports was collected by means of a postal questionnaire to 1635 teachers and 52 in-depth qualitative interviews. The authors start the discussion by providing a rationale for this research and a broad overview of the teaching challenges faced by beginning teachers. Consideration is given to the ways in which first year teachers generate knowledge and meaning from an interaction between their experiences of classroom teaching and their approaches to address challenges they encounter. More specifically, the chapter discusses teacher self-strategies to find solutions to challenges to their practice and the ways in which collaboration and interaction with colleagues promotes classroom environments conducive to more effective teaching and learning. Lastly, some insight is provided into the models of induction supports available in primary schools and their potential to transform the experience of classroom teaching for beginning primary teachers.

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