From Student-Teachers to Teachers of Students: Beginning Teachers’ Journeys from Pre-Service to the Classroom
Irina S. Okhremtchouk1, Rosa M. Jiménez2, Rebecca Rosa3, Susan G. Porter4, Navnit Bhandal5, Molly Cramer6, Gregory Lang7, Kevin Magill8, Robert Mathrole9, Kate Poulin10
1The Mary Lou Fulton Teachers College, Division of Teacher Preparation at Arizona State University, Tempe, USA.
2The International and Multicultural Education Department at University of San Francisco, San Francisco, USA.
3The Social Science Credential Program in the School of Education at University of California at Davis, Davis, USA.
4The School of Education at the University of Redlands, Redlands, USA.
5McGeorge School of Law, Sacramento, USA.
6El Rodeo Elementary School, Beverly Hills, USA.
7International School, Tainan, Chinese Taipei.
8Department of Curriculum & Instruction, Social Studies, The University of Texas, Austin, USA.
9Social Studies Department, Heritage High School, Brentwood, USA.
10Russell High School, Great Falls, USA.
DOI: 10.4236/ce.2015.63031   PDF   HTML   XML   4,000 Downloads   5,248 Views   Citations

Abstract

Given the complexities associated with the retention of beginning teachers nationwide, this article serves as a small window to the professional realities and challenges new to the profession teachers face. In this collaborative inquiry, we attempt to uncover and examine key issues pertaining to the pre-service and induction experiences of beginning teachers. We, teacher educators, utilized an inquiry discourse approach to disseminate findings through a collective voice in which we examined issues beginning teachers encounter and support mechanisms needed with the beginning teachers as compared to about them. This article concludes with a list of recommendations for the beginning teachers, school administrators, and teacher preparation programs.

Share and Cite:

Okhremtchouk, I. , Jiménez, R. , Rosa, R. , Porter, S. , Bhandal, N. , Cramer, M. , Lang, G. , Magill, K. , Mathrole, R. and Poulin, K. (2015) From Student-Teachers to Teachers of Students: Beginning Teachers’ Journeys from Pre-Service to the Classroom. Creative Education, 6, 331-337. doi: 10.4236/ce.2015.63031.

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1] Alliance for Excellent Education [AEE] (2005). Teacher Attrition: A Costly Loss to the Nation and to the States. Issue Brief, Washington, DC: Alliance for Excellent Education.
[2] Boe, E. E., Cook, L. H., & Sunderland, R. J. (2008). Teacher Turnover: Examining Exit Attrition, Teaching Area Transfer, and School Migration. Exceptional Children, 75, 7-31.
[3] Erickson, F. (1986). Qualitative Methods in Research on Teaching. In M. Wittrockk (Ed.), Handbook of Research on Teaching (3rd ed., pp. 119-161). New York: MacMillan.
[4] Ingersoll, R. (2001). Teacher Turnover, Teacher Shortages, and the Organization of Schools. Seattle, WA: Center for the Study of Teaching and Policy, University of Washington.
[5] Kaiser, A. (2011). Beginning Teacher Attrition and Mobility: Results from the First through Third Waves of the 2007-08 Beginning Teacher Longitudinal Study (NCES 2011-318). Washington, DC: National Center for Education Statistics. U.S. Department of Education.
http://nces.ed.gov/pubsearch
[6] Kozleski, E., Mainzer, R. W., Deshler, D., Coleman, M. R., & Rodriguez-Walling, M. (2000). Bright Futures for Exceptional Learners: An Agenda to Achieve Quality Conditions for Teaching and Learning. Arlington, VA: Council for Exceptional Children.
[7] Maxwell, J. A. (1996). Qualitative Research Design: An Interactive Approach. Thousand Oaks, CA: Sage Publications.
[8] National Commission on Teaching and America’s Future [NCTAF] (2007). Policy Brief: The High Cost of Teacher Turnover. Washington, DC.
[9] Reed, D., Rueben, K. S., & Barbour, E. (2006). Retention of New Teachers in California. San Francisco, CA: Public Policy Institute of California.
[10] U.S. Department of Education, Office of Postsecondary Education (2009). The Secretary’s Sixth Annual Report on Teacher Quality: A Highly Qualified Teacher in Every Classroom. Washington, DC.

Copyright © 2022 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.