“Dear Diary”: A Qualitative Examination of the Phases of First-Year Teaching

• In Event: Looking Inward as a Critical Pathway to Teaching Excellence

Abstract

This qualitative study examines a teacher developmental stage theory widely used in the field of new teacher induction, but one that lacks empirical study. The Phases of First-Year Teaching (Moir, 1999) proposes the following phases: anticipation, survival, disillusionment, rejuvenation, and reflection. Eleven first-year teachers engaged in a weekly diary study in the fall semester of the school year. Whereas Moir posits teachers spend the first half of the fall semester in survival and the second half in disillusionment, we found only one participant to fit that pattern. The rest of the participants’ fall diaries reflected a mix of survival and rejuvenation. Disillusionment was less frequently reported. Possible contextual factors inducing rejuvenation, and rejuvenation as protection against disillusionment, are discussed.

Authors

• Mary Anne Duggan, Arizona State University

• David L. Carlson, Arizona State University

• Ashley Lauren Firth Indorf, Arizona State University

• Larissa Michelle Gaias, Arizona State University

• Tashia Abry, Arizona State University

• Michelle Jordan, Arizona State University