Teacher Transition between Year Levels: An Argument for Professional Learning

Autor/inn/en	Carlyon, Tracey; Falloon, Garry
Titel	Teacher Transition between Year Levels: An Argument for Professional Learning
Quelle	In: set: Research Information for Teachers, (2017) 2, S.23-28 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0110-6376
Schlagwörter	Professional Development; Vocational Adjustment; Reflective Teaching; Expectation; Teacher Effectiveness; Elementary School Teachers; Instructional Program Divisions; Teacher Attitudes; Foreign Countries; Educational Environment; Teaching Methods; Administrator Role; New Zealand + Suchen Sie Ihr Suchwort? Personalanpassung; Expectancy; Erwartung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	All teachers require professional learning throughout their careers to ensure they are effective practitioners. This article reports on outcomes from a doctoral study that explored the impact of teachers transitioning between primary school year levels. The findings suggest that transition can have a significant impact on teachers' professional learning and growth. Transition provided an opportunity for teachers to strengthen their practice and pedagogy. However, while it is common for teachers to move within their school to teach at different levels, this is often done for organisational reasons. The findings highlight that teachers don't always perceive transition as an opportunity, and that school leaders could provide more learning and organisational supports to maximise its potential. (As Provided).
Anmerkungen	New Zealand Council for Educational Research. Level 10, 178 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01