Novice Teacher Agency in the Multi-Level Language Classroom

Autor/in	Ashton, Karen
Titel	Novice Teacher Agency in the Multi-Level Language Classroom
Quelle	In: Language, Culture and Curriculum, 34 (2021) 3, S.242-256 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ashton, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2020.1818766
Schlagwörter	Beginning Teachers; Professional Autonomy; Student Needs; Faculty Development; Foreign Countries; Multigraded Classes; Language Teachers; Secondary School Teachers; Second Language Instruction; Teacher Attitudes; New Zealand + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Berufsfreiheit; Ausland; Mehrstufenklasse; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Lehrerverhalten; Neuseeland
Abstract	This article explores the agency of novice New Zealand language teachers in the multi-level class. While the experiences of novice teachers have been widely reported, the field of language teacher agency is in its infancy as is research on how novice teachers respond to an increasingly diverse range of learners' needs from the outset of their teaching career. Data from semi-structured interviews revealed that novice teachers felt constrained by the amount of time needed to understand the curriculum requirements and to develop resources. Teachers felt that there was a lack of professional development available to support them with their teaching, although they did not actively seek guidance, thus reinforcing a sense of isolation. However, alongside these challenges, the novice teachers in this study took pedagogical risks in their teaching and did so in highly individualised ways. Teachers trialled different approaches aligned with their personal teaching philosophies, and in response to their students' needs, in ways that are typically seen with more experienced teachers. This study raises important implications for teacher education programmes and highlights the need for ongoing mentoring and support for novice teachers, as well as supporting them in articulating their needs and in seeking support from others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01