Novice Educator Realities: How Do New Teachers Negotiate Varied School Contexts?

• In Event: 72.048 - Roundtable Session 33
  In Roundtable Session: 72.048-8 - Teachers Navigating Political Complexity

Abstract

To extend understandings of program influence on teacher performance, a group of teacher educators at one institution engaged in a multi-dimensional case study of program graduates. One goal was to frame the question of how new teachers experience school contexts. New teachers emerged as novice leaders who focused on students, sought community, and struggled in new contexts. Continued professional practice may be developed in structured communities of practice across contexts.

Authors

• Jennifer L. Snow, Boise State University

• Julianne A. Wenner, Boise State University

• Sherry Dismuke, Boise State University

• Serena Hicks, Boise State University