You are here

 BRIDGING THE GAP: A QUALITATIVE PHENOMENOLOGY FOCUSING ON THE PERSPECTIVES OF PRE-SERVICE AND FIRST-YEAR TEACHERS

Download pdf | Full Screen View

Date Issued:
2017
Abstract:
Retaining first-year teachers in the school district under study was challenging. During the 2013-2014 school year, approximately 309 newly hired teachers separated from the district. This number slightly decreased in 2015-2016, with approximately 307 new first-year teachers hired and 30 of these newly hired teachers separating from the district during that year (District, 2017). Most recently, during 2016-2017, approximately 372 new first-year teachers were hired and 23 of these newly hired teachers separated from the district (District, 2017). Two in-depth interviews and one focus group were conducted to capture the lived experiences of eight pre-service teachers entering into their first-year of teaching in the school district. Despite their teacher preparation program, these first-year teachers were caught off guard by the realities of teaching Three common themes permeated throughout the study were teacher preparation, classroom management and administrative support. Each participant also experienced three of Moir’s Phases of First-Year Teaching; Anticipation, Survival and Reflection. The findings from this study provided insight to the university, district personnel and administrative teams about how to bridge the gap from being a pre-service teacher to becoming a first-year teacher. It was critical that administrative teams, district personnel, and teacher educators were aware of the recommendations so they could continue to enhance or modify their current programs, professional development trainings and support systems for first-year teachers. Based on the participants’ lived experiences, areas for improvement included improved networking, review of current systems or programs, and extended field experience.
Title:  BRIDGING THE GAP: A QUALITATIVE PHENOMENOLOGY FOCUSING ON THE PERSPECTIVES OF PRE-SERVICE AND FIRST-YEAR TEACHERS.
28 views
2 downloads
Name(s): Scrant, Jennifer Nicole, Author
College of Education, Degree granting institution
Type of Resource: text
Genre: Dissertation
Issuance: single unit
Date Issued: 2017
Extent: 128 pgs.
Language(s): English
Abstract: Retaining first-year teachers in the school district under study was challenging. During the 2013-2014 school year, approximately 309 newly hired teachers separated from the district. This number slightly decreased in 2015-2016, with approximately 307 new first-year teachers hired and 30 of these newly hired teachers separating from the district during that year (District, 2017). Most recently, during 2016-2017, approximately 372 new first-year teachers were hired and 23 of these newly hired teachers separated from the district (District, 2017). Two in-depth interviews and one focus group were conducted to capture the lived experiences of eight pre-service teachers entering into their first-year of teaching in the school district. Despite their teacher preparation program, these first-year teachers were caught off guard by the realities of teaching Three common themes permeated throughout the study were teacher preparation, classroom management and administrative support. Each participant also experienced three of Moir’s Phases of First-Year Teaching; Anticipation, Survival and Reflection. The findings from this study provided insight to the university, district personnel and administrative teams about how to bridge the gap from being a pre-service teacher to becoming a first-year teacher. It was critical that administrative teams, district personnel, and teacher educators were aware of the recommendations so they could continue to enhance or modify their current programs, professional development trainings and support systems for first-year teachers. Based on the participants’ lived experiences, areas for improvement included improved networking, review of current systems or programs, and extended field experience.
Identifier: Scrant_fgcu_1743_10262 (IID)
Degree Awarded: Doctor of Education
Department: Teacher Education
Committee Chair/Advisor: Cecil Carter, Ed.D.
Committee Members: Dorothy Rea, Ph.D.; Jackie Greene, Ed.D.
Subject(s): Education
Teachers
Persistent Link to This Record: http://purl.flvc.org/fgcu/fd/Scrant_fgcu_1743_10262
Use and Reproduction: Creator(s) holds copyright.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FGCU