Supporting the digitally able beginning teacher
TATE Volume 26, Number 7, ISSN 0742-051X Publisher: Elsevier Ltd
This article reports on research which explored the experiences six digitally able beginning teachers during their first year in secondary schools. Using a complexity theoretical framework, the barriers and enablers that influenced the integration of digital technologies into teaching practice were examined. The findings indicate that context influences the ability of beginning teachers to apply their knowledge and experience of digital technologies to their teaching practice through: school policies and structures which encourage and allow access to digital technologies, encouraging beginning teachers to develop their sense of agency, and the support of a mentor with relevant pedagogical content expertise.
Starkey, L. (2010). Supporting the digitally able beginning teacher. Teaching and Teacher Education: An International Journal of Research and Studies, 26(7), 1429-1438. Elsevier Ltd. Retrieved June 10, 2023 from https://www.learntechlib.org/p/76137/.
This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2010.05.002
Cited ByView References & Citations Map
"It was just doing what you know about and move on, you know, just to survive". A beginning elementary teacher’s story of using technology in the classroom during her first two years.
Ya-Huei Lu, East Carolina University, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 35–39
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