Zobrazeno 1 - 10
of 88
pro vyhledávání: '"beginner teachers"'
Autor:
Nasaret Tjirumbi
Publikováno v:
International Journal of Studies in Psychology, Vol 3, Iss 2, Pp 83-91 (2023)
This study explores the beginner teachers’ experience in their first year of teaching before and after the induction programme at Thabo Mofutsanyane district. This study used a qualitative approach through a case study design. Fourteen beginner tea
Externí odkaz:
https://doaj.org/article/bee9b31eba934580ba445c6f4815bf29
Autor:
Amanda Ndabankulu
Publikováno v:
International Journal of Studies in Psychology, Vol 3, Iss 2, Pp 36-47 (2023)
Beginner teachers experience various challenges, including a lack of support from their colleagues or mentorship, which could lead to frustration and even resignation. The study explored how an induction programme supports beginner teachers' self-eff
Externí odkaz:
https://doaj.org/article/c63830193bd24686847df50400f0430e
Publikováno v:
E-Journal of Humanities, Arts and Social Sciences, Vol 3, Iss 11, Pp 238-251 (2022)
Due to the COVID-19 pandemic outbreak, schools in South Africa would have lost a considerable percentage of the annual school curriculum by the end of the lockdown. The Department of Basic Education had to work out plans for curriculum recovery durin
Externí odkaz:
https://doaj.org/article/0c2e8b5fb7c644c6bd8c94dec313793d
Autor:
Dorothy E. Esau, Rouaan Maarman
Publikováno v:
South African Journal of Education, Vol 41, Iss 4, Pp 1-8 (2021)
Findings from a recent study highlight beginner teacher’s perceptions about the nature of support they had received to enhance their competencies (Esau, 2017). Against this backdrop, with this article we aim at problematising support for beginner t
Externí odkaz:
https://doaj.org/article/97ef7f33bb0d4c9f99ece0ea5e2ed44b
Autor:
Indrė Lebedytė-Mečionienė
Publikováno v:
Acta Paedagogica Vilnensia, Vol 49 (2022)
Beginning teachers are confronted with certain established norms, power relations, cultures and systems in schools and in education in general at the beginning of their careers. They are in a constant field of tension and can be much more sensitive t
Externí odkaz:
https://doaj.org/article/81f514132dba47e8ab3ac872ea23cc0e
Autor:
Meseșan, Nicoleta, Marin, Diana Crina
Publikováno v:
Educatia 21 / Education 21. (20):88-95
Externí odkaz:
https://www.ceeol.com/search/article-detail?id=1043071
Autor:
Aboo Gani, Sadiya
The focus of this study was to understand my experiences of teaching sensitive topics in my professional capacity, as a female beginner teacher who has an Islamic upbringing and strong religious views according to which I live. The purpose of this st
Externí odkaz:
http://hdl.handle.net/2263/81923
Autor:
Tanita Reddy, Yolandi Woest
Publikováno v:
Perspectives in Education, Vol 39, Iss 4 (2021)
Traditionally, teacher credibility has been influenced by how others perceive them. However, exploring teachers’ own perceptions of their credibility through the observation of learner behaviour may prove to be meaningful to teacher credibility. Th
Externí odkaz:
https://doaj.org/article/03e5764e0eb347b7ba653147c008d3f3
Publikováno v:
Education Sciences, Vol 12, Iss 11, p 822 (2022)
The construction of a professional identity is a key element in the transition to the teaching profession, which begins its development at the initial training, especially during professional training courses. Purpose: This article collects the exper
Externí odkaz:
https://doaj.org/article/188eaca050cb46c6be2cd63162164e9d
Autor:
Emure Kadenge
Publikováno v:
Perspectives in Education, Vol 39, Iss 3 (2021)
The main aim of this paper is to explore an approach to beginner teacher induction in a Johannesburg, South Africa education district’s induction programme. It focuses on how the idea of beginner teacher induction is conceptualised by examining the
Externí odkaz:
https://doaj.org/article/9217e9f19aa64c089c0c688569b21f48