Whatever it takes: How beginning teachers learn to survive

Reports of high attrition rates among beginning teachers suggest that new practitioners need help to develop coping strategies, preferably while they are still teacher candidates under the supervision of experienced teachers. Defining teaching as an ill-defined problem, where beginners have a limite...

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Bibliographic Details
Published in:Teaching and teacher education 2010-04, Vol.26 (3), p.559-564
Main Authors: Le Maistre, Cathrine, Paré, Anthony
Format: Article
Language:English
Subjects:
Adjustment (to Environment)
Attrition
Beginning Teacher Induction
Beginning Teachers
Candidates
Coping
Coping strategies
Experienced Teachers
Mentoring
Mentors
Problem solving
Satisficing
Skill Development
Teacher candidates
Teacher Competencies
Teacher education
Teacher Role
Teachers
Teaching Skills
Veterans
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Summary:Reports of high attrition rates among beginning teachers suggest that new practitioners need help to develop coping strategies, preferably while they are still teacher candidates under the supervision of experienced teachers. Defining teaching as an ill-defined problem, where beginners have a limited repertoire of problem-solving strategies, this paper suggests that the ability to satisfice – that is, develop temporary but sufficient solutions – enables teachers to survive the early years of practice. However, it appears that, paradoxically, satisficing is one of the skills that is developed with experience. As we demonstrate in this paper, veteran practitioners have learned how to cope and by mentoring, they can help newcomers deal with the complex problems of initial practice.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2009.06.016