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Context and the Continuum: Insights and Connections Between Preparation, School Organization, and Beginning Teachers' Instruction

Context and the Continuum: Insights and Connections Between Preparation, School Organization, and Beginning Teachers' Instruction

William Waychunas
Copyright: © 2022 |Pages: 21
ISBN13: 9781668438480|ISBN10: 1668438488|ISBN13 Softcover: 9781668438497|EISBN13: 9781668438503
DOI: 10.4018/978-1-6684-3848-0.ch017
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MLA

Waychunas, William. "Context and the Continuum: Insights and Connections Between Preparation, School Organization, and Beginning Teachers' Instruction." Handbook of Research on the Educator Continuum and Development of Teachers, edited by Bryan S. Zugelder and Mark L'Esperance, IGI Global, 2022, pp. 338-358. https://doi.org/10.4018/978-1-6684-3848-0.ch017

APA

Waychunas, W. (2022). Context and the Continuum: Insights and Connections Between Preparation, School Organization, and Beginning Teachers' Instruction. In B. Zugelder & M. L'Esperance (Eds.), Handbook of Research on the Educator Continuum and Development of Teachers (pp. 338-358). IGI Global. https://doi.org/10.4018/978-1-6684-3848-0.ch017

Chicago

Waychunas, William. "Context and the Continuum: Insights and Connections Between Preparation, School Organization, and Beginning Teachers' Instruction." In Handbook of Research on the Educator Continuum and Development of Teachers, edited by Bryan S. Zugelder and Mark L'Esperance, 338-358. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3848-0.ch017

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Abstract

Very little existing research examines the development of novice teachers through a lens of school organization to understand how different school contexts impact shape induction experiences and teachers' instructional practices. Using “no-excuses” style charter schools as an example of a highly organized and coherent school, this study follows two novice teachers as they transition between highly organized and less organized schools to gain a better understanding of how they experience these contexts and how their instruction is influenced by these contexts in both the short and long term. Findings suggest that the more organized school contexts had a significant impact on teacher practice, even in instances where novices experienced dissatisfaction with the no-excuses approach. Implications for bridging teacher preparation and induction are discussed.

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