Managing to Teach Ambitiously in the First Year?

Autor/inn/en	Anagnostopoulos, Dorothea; Cavanna, Jillian; Charles-Harris, Sian
Titel	Managing to Teach Ambitiously in the First Year?
Quelle	In: Elementary School Journal, 120 (2020) 4, S.667-691 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/708660
Schlagwörter	Beginning Teachers; Elementary School Teachers; Classroom Techniques; Teaching Methods; Mathematics Instruction; English Instruction; Language Arts; Teacher Motivation; Race + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; English langauage lessons; Englischunterricht; Sprachkultur; Rasse; Abstammung
Abstract	Beginning teachers (BTs) are increasingly expected to teach ambitiously from day one. However, they continue to face classroom management challenges. This study presents case studies of two elementary BTs that explore (1) the relationship between BTs' management and instructional practices in mathematics and English language arts and (2) its consequences for the ambitiousness of their teaching. Drawing on cultural historical activity theory, the cases highlight (1) the limits of a hierarchical model that positions classroom management as foundational to BTs' subject-matter instruction, (2) the potential of a polymotivated model of ambitious instruction for supporting BTs' development, and (3) the role of race in mediating this development. Implications for research and for efforts to support ambitious teaching among elementary BTs are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01