Goode, Constance Lee Boyd
Ed.D. (Doctor of Education)
Department of Teaching and Learning
High school teachers--In-service training--Illinois
The purpose of the study is to document experiences of nine beginning English teachers in a large suburban high school. The goal is to examine how new teachers make meaning as they navigate their first years as a teacher. The two research questions were (1) How do beginning teachers make meaning of their experiences in their first year of teaching? and (2) In what ways do mentor relationships impact pedagogical decisions during his or her first years of teaching? In determining how to best respond to the proposed questions and participant response, the researcher selected a case study design that included structured interviews of the participants over a 15-month period. Findings revealed that beginning teachers used background experience, lived experience, and collegial relationships in order to successfully transition to the classroom in the role of teacher.
Gildea, Jill, "Beginning teachers transitioning to the classroom : a qualitative case study of nine secondary-school English teachers at a large suburban high school in Illinois" (2002). Graduate Research Theses & Dissertations. 1618.
x, 142 pages
Northern Illinois University
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