The experiences of neophyte teachers: a critical constructivist assessment

In this paper the experiences of nine neophyte teachers are examined. Using a critical constructivist approach to analyze the data reveals six conceptual and temporal stages through which these beginning teachers pass during their initial experiences as practitioners. These stages are described as:...

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Bibliographic Details
Published in:Teaching and teacher education 2001, Vol.17 (3), p.349-365
Main Authors: Tim Goddard, J., Foster, Rosemary Y.
Format: Article
Language:English
Subjects:
Archetypes
Beginning Teachers
Canada
Critical constructivism
Elementary Secondary Education
Higher Education
Preservice Teacher Education
Teacher Attitudes
Teacher Competencies
Teacher education
Teaching Experience
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Summary:In this paper the experiences of nine neophyte teachers are examined. Using a critical constructivist approach to analyze the data reveals six conceptual and temporal stages through which these beginning teachers pass during their initial experiences as practitioners. These stages are described as: (i) “archetype,” a pre-conscious and instinctual expression of human nature that is recurrent; (ii) approaching the gates; (iii) clearing the gates; (iv) the gloss wears off; (v) disillusionment and blaming; and, (vi) alternative routes across the Rubicon. Although drawn from a Canadian context, these findings may be transferable to other countries and will be of interest to teacher educators, school administrators, and beginning teachers themselves.
ISSN:0742-051X
1879-2480
DOI:10.1016/S0742-051X(00)00062-7