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Transition experiences, the first three years: A longitudinal multiple case study of three elementary teachers in a midwestern suburban school district
Abstract
The purpose of this longitudinal case study of three new teachers was to describe the transition experience from novice to professional teacher. Their stories may assist educators in retaining novice teachers and in elevating the level of instruction for their students. Three new teachers who were part of a university induction program during the 1999–2000 school year were studied during their first three years of teaching. All three taught in the same suburban school district, each at different grade levels and in different buildings. All three also completed their Master's degree during their initial teaching year. Data collection included observations, focus group interviews, questionnaires, journals, and thesis papers. (A) Reflection; (B) Efficacy; (C) Relationships; (D) The Principal; (E) Effective teaching Strategies; (F) Time; (G) Compassion for Students; (H) Desire to Learn and Grow. Recommendations are summarized for staff members, mentors and administrators who work with new teachers. Recommendations are also included to assist the novice educator in understanding the politics of the elementary school and its community. Reflective practices, critical listening skills, and problem solving skills were identified as factors in the learning community.
Subject Area
Elementary education|School administration|Teacher education
Recommended Citation
Urbach, Beverly Francis, "Transition experiences, the first three years: A longitudinal multiple case study of three elementary teachers in a midwestern suburban school district" (2002). ETD collection for University of Nebraska-Lincoln. AAI3074108.
https://digitalcommons.unl.edu/dissertations/AAI3074108