Principals’ Conceptions of Competent Beginning Teachers

Principals’ Conceptions of Competent Beginning Teachers,10.1080/1359866980260105,Asia-pacific Journal of Teacher Education,Roy Ballantyne,Robert Thomp

Principals’ Conceptions of Competent Beginning Teachers   (Citations: 6)
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The variation in high‐school principals’ conceptions of beginning‐teachers’ competence was investigated. Sixteen high‐school principals from Central and South‐East Queensland were interviewed, and phenomenonographic techniques were used to elicit, from the data, categories of description that depicted the principals’ varying conceptions of beginning‐teacher competence. Five distinct conceptions of beginning‐teacher competence emerged from the data analysis. A competent beginning teacher may be conceived as: (i) having a particular type of personality, (ii) being a subject expert, (iii) being a skilled manager, (iv) having a professional approach, or (v) having control of the class. It is argued that principals with different conceptions of competent teaching behaviour focus their attention on different aspects of teaching performance and so may provide beginning teachers with qualitatively different performance ratings.
Journal: Asia-pacific Journal of Teacher Education - ASIA-PAC J TEACH EDUC , vol. 26, no. 1, pp. 51-64, 1998
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    • ...A further reason for the research focus was that while there is considerable scholarly debate and research published on teacher efficacy and teacher development, there is a paucity of research on school leaders' perceptions of the beginning teacher (Ballantyne et al, 1998; Langdon, 2001)...

    Sylvia Chonget al. Modelling the determinants of school leaders' perceptions of beginning...

    • ... critical in beginning teachers’ decision to make a commitment to teaching and to remain in the profession (Gold, 1996; Hope, 1999); ● critical in developing novice teachers’ confidence in themselves as maturing professionals (Weasmer and Woods, 1998); ● a period during which NQTs shape their attitudes, beliefs, and practices (Michael et al., 2002); ● a ritual bridge that NQTs have to cross to enter the teachers’ world (Britzman, 1986; Roy et ...
    • ...The transition from pre-service training into the classroom has been described as a period of chance, a ritual bridge that beginning teachers have to cross to enter the world of teaching, and the most dramatic transition in beginning teachers’ learning to teach (Britzman, 1986; Morine-Dershimer, 1992; Roy et al., 1998)...
    • ...For example, Roy et al., (1998), in a study that explored principals’ conceptions of beginning-teacher competence in Central and South-East Queensland schools, reported the following conceptions of beginning teacher competence: ● having a particular type of personality (i.e., self-esteem, ‘natural’ gifts and talents they bring to the classroom); ● being subject experts; ● being skilled managers; ● having professional approaches to ...

    Zachariah O. Wanzare. The Transition Process: The Early Years of Being a Teacher

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