A First-Year Teacher Seeks Mentoring, Classroom Community, and Personal Time Management During a Pandemic

• In Event: AERA Roundtable Session 10
  In Roundtable Session: The Context of Teachers' Work

Abstract

This case study is part of a larger longitudinal study documenting the student teaching semester and first year of teachers who entered the profession during a pandemic which intensified the challenges the novice teachers (NTs) faced. The larger study provides a comprehensive perspective on residual influences of the pandemic on NTs’ practice, factors attributed as supports and roadblocks, and their mentoring experiences. Data sources included in-depth interviews, video journals, classroom photographs, and publicly available documents in the larger study. For this session, we focus on one case study by examining Kathleen’s roadblocks and supports. Understanding the experiences, both pandemic-related and not, of this NT will provide teacher educators, school leaders, and policymakers insights to support novices and potentially improve teacher retention.

Authors

• Tammi R. Davis, Missouri State University

• Sharon Daley, Indiana University - Bloomington

• Jackie Sydnor, Ball State University