| Popis: |
In this thesis I consider experiences of two beginning teachers during their pre-service year at the Faculty of Education at the University of Toronto and the early years of their teaching careers as they move from student teacher to professional teacher. In particular, I use narratives I created about each woman along with my own to identify the factors which influenced the success of this transition such as the nature of the first teaching positions held, the types of supports and assistance experienced during this transitional phase, and the personal experiences brought to the enterprise of becoming a teacher. Additionally, I look for any changes in their beliefs about teaching from those held as teacher-candidates to those that evolved during the initial years in the classroom and what influence, if any, these professional environments had on such shifts in thinking. In this study I use a narrative inquiry approach in which my own story is placed along side those of my two participants. By doing so, I acknowledge the close relationship between the primary investigator and the study subjects that is inherent in this qualitative method. My data sources for the narratives I created include written material in the form of journals, interview transcripts, practice teaching reports, and personal narratives produced by and about my participants during the time under study. In my concluding chapter, I make suggestions for changes both to the ways in which teacher-candidates are instructed as they begin to learn the intricacies of the art of teaching and to the conditions under which many of these new members of the profession begin their careers. There are many avenues for future research that I did not pursue in this study and some of these are outlined in my conclusions. |
