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‘Two up’ : a case study exploring new Information and Communications Technology teachers' experiences of their second year of teaching
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Hammond, Michael (2002) ‘Two up’ : a case study exploring new Information and Communications Technology teachers' experiences of their second year of teaching. Teacher Development, Volume 6 (Number 2). pp. 225-243. doi:10.1080/13664530200200166 ISSN 1366-4530.
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Official URL: http://dx.doi.org/10.1080/13664530200200166
Abstract
This article reports on the experiences of nine new Information and
Communications Technology (ICT) teachers in the United Kingdom after their second
year of teaching. It builds on earlier papers in which beginner and new ICT teachers are
tracked during their training and first years in post. The teachers in this study continued
to be positive about their decision to teach and saw relationships with students as the
source of their professional satisfaction. All felt they were better teachers in their second
year; for example, they were confident in their subject knowledge and better able to plan
and manage pupils’ learning. Five of the group felt the start of the second year
represented a ‘step change’, a significant jump in their confidence and performance. The
biggest source of dissatisfaction shared by all members of the group was work overload
provoked by the demands of managing students’ coursework. The key finding in the
research is that members of the group became more relaxed as teachers in their second
year. The article discusses teachers’ understanding of ‘stern’ and ‘relaxed’ teacher roles
and argues that new teachers need to carry out both roles with conviction.
| Item Type: | Journal Article | ||||
|---|---|---|---|---|---|
| Divisions: | Faculty of Social Sciences > Institute of Education ( -2013) | ||||
| Journal or Publication Title: | Teacher Development | ||||
| Publisher: | Routledge | ||||
| ISSN: | 1366-4530 | ||||
| Official Date: | 2002 | ||||
| Dates: |
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| Volume: | Volume 6 | ||||
| Number: | Number 2 | ||||
| Page Range: | pp. 225-243 | ||||
| DOI: | 10.1080/13664530200200166 | ||||
| Status: | Peer Reviewed | ||||
| Publication Status: | Published | ||||
| Access rights to Published version: | Restricted or Subscription Access |
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