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Give great responsibilities to newbie teachers? A research on newbie teachers' adjustment process of teacher culture in an elementary school
Teachers' professional development
In recent years, there is an emphasis on the adaptation of newbie teachers both in academia and in practice. They focused on providing professional educational assistance and spiritual support, hoping to engage newbie teachers in education and set them up for success in their teaching career with the power of peers. Sharing and helping between teacher peers can positively impact the professional development of newbie teachers. However, not every teacher has realized their responsibilities to it. In fact, newbie teachers can have positive experiences in the workplace or otherwise. They would respond differently which might lead to changes in teaching culture and directly or indirectly influence education quality. Hence, the adjustment process of teacher culture of newbie teachers is worth investigating. As a result, three beginning teachers (referred to as ‘newbie teachers’ based on their experiences), who had previously worked as substitute teachers, in an elementary school in Keelung city were chosen as the study cases of this research. Observation and interview data was collected in an attempt to understand newbie teachers’ feeling and interpretation of teacher culture, discover their adjustment process of teacher culture and analyze the factors in play. The main conclusions of this research are listed below: 1. Study cases revealed that they found there is a lack of cooperation between teachers in the school and they tend to work individually. Only a small group of experienced teachers are willing to share and learn together. In addition, teachers often stay silent and they respect and emphasize on seniority. Tasks are given to colleagues who are more capable. 2. Study cases had various adjustment process of teacher culture. One expressed his process as ‘from survival to growth’; another swayed between pauses and growth; the other changed from growth to a pause. 3. Factors contribute to the adjustment process of teacher culture including: leaders of the school, colleagues, atmosphere of the school, social expectation, personal traits and interests.
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