Chinese American Educational Research and Development Association
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Educational Research & Development Journal
Vol 21, No 1 (2018)
First-Year Influences & Belief Adaptation: A Case Study of Urban Schoolteachers |
| Kate Rollert French |
Abstract |
| Presented in this article is a case study of first-year teachers working in an urban school. Drawing on literature around the early-career experiences of teachers-including a unique vulnerability for emotional turbulence and belief change-this article examines the changing beliefs of brand new urban educators as they progress throughout their first year as teacher of record. Findings suggest that new teachers are more likely to change their beliefs when they undergo various stages of emotional conflict and will turn to more experienced colleagues at their new school for advice and insight-which can contribute to belief change and influence classroom practice. Belief changes and social influences are examined through a critical lens. Contributions to Critical Theory and implications for policy concerning social equity are discussed. |
| Full Text: PDF |
ISSN: 1526-8659