Learning as they Teach: What do Beginning Teachers Know?
The purpose of this qualitative study is to interview third and fourth year teachers in Randolph, Mass who have participated in the BSC Induction Project. The overall goal is to document the impact that mentoring programs have on beginning teachers measured three and four years later. Teaching is an intellectual activity. Recording the perceptions third and fourth year teachers have about what they require to be effective in the classroom and why they remain in the teaching profession is essential. Using the Delphi technique to develop interview questions in a modified grounded theory model, the researcher will interview the beginning teachers. The results will: 1) contribute to the knowledge base of the literature: 2) assist school district personnel plan meaningful professional development programs and devise strategies to retain teachers; and 3) inform teacher educator’s wheat, how and why new teachers teach.
Bautz, Barbara (2005). Learning as they Teach: What do Beginning Teachers Know?. Faculty and Librarian Research Grants (FLRG). Item 86.