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Teachers’ work : beginning teachers' conceptions

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journal contribution
posted on 06.12.2017, 00:00 by Helen Huntly
Worldwide, teachers’ work continues to be the subject of discussion and debate, especially in terms of teacher competence and its appropriate appraisal. Available literature offers a number of perspectives of beginning teacher competence, yet the voices of beginning teachers themselves are not represented. This paper outlines the findings of a phenomenographic study that sought to uncover the conceptions of competence held by beginning teachers. The results of this study suggest that beginning teachers believe that teaching competence requires demonstration of thorough preparation, a sound knowledge base, effective classroom management, professional communication with a range of stakeholders, and an accurate sense of self-awareness in the role of teacher. These conceptions will be compared to a selection of the available literature about teacher competence and associated teaching standards.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Volume

35

Issue

1

Start Page

125

End Page

145

Number of Pages

21

ISSN

0311-6999

Location

Victoria, Australia

Publisher

Australian Association for Research in Education

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Faculty of Arts, Humanities and Education; Not affiliated to a Research Institute;

Era Eligible

Yes

Journal

Australian educational researcher.

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