東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Novice Teachers' Use of Professional Confidants to Manage Problems of Practice : = A Case Study of a Teaching Fellowship for Alternative Certification.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Novice Teachers' Use of Professional Confidants to Manage Problems of Practice :/
Reminder of title:	A Case Study of a Teaching Fellowship for Alternative Certification.
Author:	Fagan, Meghan.
Description:	1 online resource (211 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29712414click for full text (PQDT)
ISBN:	9798845452368

Novice Teachers' Use of Professional Confidants to Manage Problems of Practice : = A Case Study of a Teaching Fellowship for Alternative Certification.
Fagan, Meghan.

Novice Teachers' Use of Professional Confidants to Manage Problems of Practice :A Case Study of a Teaching Fellowship for Alternative Certification. - 1 online resource (211 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ph.D.)--University of Michigan, 2022.

Includes bibliographical references

The first years of teaching are extremely challenging as novices simultaneously teach and learn to teach. Research suggests relationships play a meaningful role in helping novices access support and feel supported as they navigate "problems of practice," enduring issues that teachers must manage to effectively teach and facilitate their students' learning. This study examines how novice teachers think about and use "professional confidants" - individuals with whom teachers talk about important teaching matters - when managing problems of practice. This is a study of nine first-year and seven second-year teacher fellows in the Alliance for Catholic Education at the University of Notre Dame (ACE), a two-year alternative teacher formation program in which participants are full-time teachers of record in Catholic schools across the country as they earn a master's degree and teaching certification. ACE teacher fellows' unique experiences bridge the typical divide between preservice preparation and in-service professional development. ACE presents a case of a well-designed set of supports for novice teachers' professional, personal, and spiritual formation. By embedding novice teachers within multiple, intentional, layered communities of practice populated with a range of formal and informal support opportunities, the ACE program carefully curates a set of potential professional confidants from which novices can choose avenues for support. Furthermore, ACE anticipates that novice teachers may seek support beyond formal communities of practice. This study uses data from five surveys and two interviews, conducted throughout the 2020-2021 school year, to identify the problems of practice that captured novice teachers' attention throughout the year. It then looks within institutionally designed support structures at the personal relationships that novice teachers created within and beyond their placement school and ACE contexts to manage those problems of practice. I identified five central categories for the problems of practice participants reported navigating: managing instruction, managing students, managing adult stakeholders, managing contextual factors, and managing themselves. Findings also suggest that novice teachers seek support from a diverse array of confidants whose identities, knowledge, and experience reflect similarities and differences with novices. This study concludes with a model for understanding novices' interactions with professional confidants with implications for preservice and induction teacher education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798845452368Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Novice teachersIndex Terms--Genre/Form:

542853
Electronic books.

Novice Teachers' Use of Professional Confidants to Manage Problems of Practice : = A Case Study of a Teaching Fellowship for Alternative Certification.
LDR:04074nmm a2200409K 4500 001 2356276
005 20230612072254.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798845452368
035 $a (MiAaPQ)AAI29712414
035 $a (MiAaPQ)umichrackham004452
035 $a AAI29712414
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Fagan, Meghan. $3 3696756
245 1 0 $a Novice Teachers' Use of Professional Confidants to Manage Problems of Practice : $b A Case Study of a Teaching Fellowship for Alternative Certification.
264 0 $c 2022
300 $a 1 online resource (211 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
500 $a Advisor: Bain, Robert.
502 $a Thesis (Ph.D.)--University of Michigan, 2022.
504 $a Includes bibliographical references
520 $a The first years of teaching are extremely challenging as novices simultaneously teach and learn to teach. Research suggests relationships play a meaningful role in helping novices access support and feel supported as they navigate "problems of practice," enduring issues that teachers must manage to effectively teach and facilitate their students' learning. This study examines how novice teachers think about and use "professional confidants" - individuals with whom teachers talk about important teaching matters - when managing problems of practice. This is a study of nine first-year and seven second-year teacher fellows in the Alliance for Catholic Education at the University of Notre Dame (ACE), a two-year alternative teacher formation program in which participants are full-time teachers of record in Catholic schools across the country as they earn a master's degree and teaching certification. ACE teacher fellows' unique experiences bridge the typical divide between preservice preparation and in-service professional development. ACE presents a case of a well-designed set of supports for novice teachers' professional, personal, and spiritual formation. By embedding novice teachers within multiple, intentional, layered communities of practice populated with a range of formal and informal support opportunities, the ACE program carefully curates a set of potential professional confidants from which novices can choose avenues for support. Furthermore, ACE anticipates that novice teachers may seek support beyond formal communities of practice. This study uses data from five surveys and two interviews, conducted throughout the 2020-2021 school year, to identify the problems of practice that captured novice teachers' attention throughout the year. It then looks within institutionally designed support structures at the personal relationships that novice teachers created within and beyond their placement school and ACE contexts to manage those problems of practice. I identified five central categories for the problems of practice participants reported navigating: managing instruction, managing students, managing adult stakeholders, managing contextual factors, and managing themselves. Findings also suggest that novice teachers seek support from a diverse array of confidants whose identities, knowledge, and experience reflect similarities and differences with novices. This study concludes with a model for understanding novices' interactions with professional confidants with implications for preservice and induction teacher education.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 516579
650 4 $a Teacher education. $3 3172312
650 4 $a Religious education. $3 555072
653 $a Novice teachers
653 $a Education support
653 $a Communities
653 $a Professional confidants
653 $a Alliance for Catholic Education
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0530
690 $a 0515
690 $a 0527
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Michigan. $b Educational Studies. $3 2098421
773 0 $t Dissertations Abstracts International $g 84-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29712414 $z click for full text (PQDT)