Beginning Teachers as Learners

Abstract

AbstractThis study sought answers to three questions: What is the nature and extent of the learning experiences of beginning teachers? What type of judgments do beginners make about these experiences? Are there characteristics of beginning teachers that may account for their continued learning? Thirty-four beginning teachers in the State of Oregon provided data for the study. Subjects were observed and interviewed twice-at the end of their first year of teaching and again three or four years later. Inspection of individual cases within the sample illustrates that beginners vary greatly in the amount of learning they participate in and the pattern for each is somewhat unique. At the same time the sheer amount of time devoted to learning by beginners is much more than required. The data also suggest that the most competent teachers are the most avid learners.