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|Other Titles:||Teaching Challenges for a Novice Faculty of an Educational Practicum Course|
Center for Educational Research and Evaluation
This study focused on the teaching challenges and predicaments of a novice assistant professor of an elementary educational practicum course in a university of education. The new assistant professor, who had neither training background in elementary education nor teaching experience in elementary schools, has been assigned to teach elementary educational practicum courses advising student teachers since the fall semester of 2005. Since then, the researchers have followed him as he has been navigating through the terrain of educational practicum coursesin the past one and half years. Data collection included interviews with the assistant professor, inquiring his experiences and goals of teaching. We also interviewed students, his teaching partner and colleagues to better understand the context in which the novice faculty teaches. Additionally, we collected course documents, such as the course syllabus, assignments, and his teaching profile. In addition, we observed some of the classroom sessions, and a mid-semester observation stimulated-recall interview was conducted. Results show the novice professor had two major predicaments: internal predicament and external predicament. The internal predicament involves queries from students about his professionalism, increasing difficulties in motivating students to learn, and dealing with student dissatisfaction. The external includes difficulties in cooperating with his teaching partner, as well as lack of supports from senior faculty members. This study addresses the importance of constructing an institutional support mechanism for novice professors to overcome the challenges and predicaments involved in teaching. In doing so, they will be in a better position to interact with students and enhance the quality of teaching.
|Appears in Collections:||當代教育研究|
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