Lessons Learned from Novice Teachers : An International Perspective

Kari Smith

ISBN 10: 9004413081 / ISBN 13: 9789004413085

Published by Brill Sep 2019, 2019

About this Item

Neuware - The transition from being a student teacher to taking on the full responsibility as a teacher is experienced as challenging for many novice teachers. In this book, ten newly qualified teachers from five countries, Australia, England, Finland, Israel and Norway, tell their stories as they came through in individual interviews. The narratives, written by the authors, were all approved by the teachers as 'their' stories. What can we learn from listening to the narratives What can we bring to decision-makers about how to support new teachers Do new teachers face similar challenges around the world, or do experiences depend on their respective contexts There are more similarities than differences. Relevant research literature is used in discussing the cases. Much of the literature on novice teachers focuses on difficulties, and the stories presented in this book confirm that the first year is tough. However, the resilience, motivation and enthusiasm reflected in the stories provide reasons for optimism as regards teachers' satisfaction with their career choice. A major reason for deciding to stay in the profession is in the relations they created with the students. Satisfaction or stress related to the curriculum or achievements in their respective teaching subjects was not mentioned. The lessons learned from the ten novice teachers are useful when discussing the teaching profession and, not least, the induction phase of a teaching career.

Seller Inventory # 9789004413085

Bibliographic Details

• Title: Lessons Learned from Novice Teachers : An International Perspective
• Publisher: Brill Sep 2019
• Publication Date: 2019
• Language: English
• ISBN 10: 9004413081
• ISBN 13: 9789004413085
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 231W x 152H x 13D millimeters 231 millimeters width by 152 millimeters height by 13 millimeters depth
• Weight: 272 grams

About this title

Synopsis

The transition from being a student teacher to taking on the full responsibility as a teacher is experienced as challenging for many novice teachers. In this book, ten newly qualified teachers from five countries, Australia, England, Finland, Israel and Norway, tell their stories as they came through in individual interviews. The narratives, written by the authors, were all approved by the teachers as 'their' stories. What can we learn from listening to the narratives? What can we bring to decision-makers about how to support new teachers? Do new teachers face similar challenges around the world, or do experiences depend on their respective contexts? There are more similarities than differences.

Relevant research literature is used in discussing the cases. Much of the literature on novice teachers focuses on difficulties, and the stories presented in this book confirm that the first year is tough. However, the resilience, motivation and enthusiasm reflected in the stories provide reasons for optimism as regards teachers’ satisfaction with their career choice.

A major reason for deciding to stay in the profession is in the relations they created with the students. Satisfaction or stress related to the curriculum or achievements in their respective teaching subjects was not mentioned. The lessons learned from the ten novice teachers are useful when discussing the teaching profession and, not least, the induction phase of a teaching career.

About the Author

Kari Smith, Ph.D., Professor of Education at the Norwegian University of Science and Technology. She is the Head of the National Research School in Teacher Education (NAFOL). She has co-authored a number of books and published widely in international journals.
Marit Ulvik, Ph.D., Professor of Education and research-group leader at the University of Bergen. She has published in internationals books and journals on the topic of professional development.
Ingrid Helleve, Ph.D., Professor of Education at the University of Bergen. Her main research interest is professional development in education. She has published in national as well as international books and journals.