Author

Jill Gildea

Publication Date

2002

Document Type

Dissertation/Thesis

First Advisor

Goode, Constance Lee Boyd

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Teaching and Learning

LCSH

High school teachers--In-service training--Illinois

Abstract

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.

Comments

Includes bibliographical references (pages [126]-133)

Extent

x, 142 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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