Robert V. Bullough - First-year teacher: a case study
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First year teachers--United States--Case studies, Seventh grade (Education)--United States--Case studies.
publication date
:
1989
lcc
:
LB2844.1.N4B85 1989eb
ddc
:
372.11/02
subject
:
First year teachers--United States--Case studies, Seventh grade (Education)--United States--Case studies.
Page i
First-Year Teacher
A Case Study
Robert V. Bullough, Jr.
Page ii
Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027
Copyright 1989 by Teachers College, Columbia University
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher.
Earlier versions of Chapters 2 and 3 appeared in the Journal of Education for Teaching, Vol. 13, No. 3, 1987. Material used by permission. An earlier version of Chapter 5 originally appeared in Teachers College Record, Vol. 89, No. 2, Winter 1987. Reprinted with permission by Teachers College Record, Teachers College, Columbia University.
Library of Congress Cataloging-in-Publication Data
Bullough, Robert V., 1949 First-year teacher : a case study / Robert V. Bullough, Jr. p. cm. Bibliography: p. 155 Includes index. ISBN 0-8077-2935-3. ISBN 0-8077-2934-5 (pbk.) 1. First year teachersUnited StatesCase studies. 2. Seventh grade (Education)United StatesCase studies. I. Title. LB2844.1.N4B85 1989 372.11'02dc19 88-24982 CIP
ISBN 0-8077-2934-5 (pbk.) ISBN 0-8077-2935-3
Manufactured in the United States of America
00 01 02 03 04 6 7 8 9
Page iii
To Kerrie
Page v
Contents
Preface
vii
Introduction
xi
1 Setting the Stage
1
2 Planning a Fantasy
19
3 A Question of Survival: Planning for Control and Management
25
4 Facing the Common Problems of Beginning Teachers
46
5 Coping and Avoiding Burnout
72
6 Becoming Professional
90
7 The Second Year: A Refinement of the First
106
8 Problems of a Changing Context: Accountability Mentoring, and Teacher Evaluation
122
Concluding Remarks
134
Appendix A: A Note on Method
137
Appendix B: Comments on Teacher Education
140
Appendix C: Advice on Selecting a School and Surviving the Year
150
References
155
Index
159
About the Author
162
Page vii
Preface
I shall never forget my first year teaching ninth through twelfth graders at a large urban, public school. I spent most of the year "flying by the seat of my pants," hoping against hope that I would not only survive the year but make a difference in the lives of my students, to boot. I survived. Perhaps I even made a difference I really do not know for certain, although from time to time I run into a former student who seems to remember me in vague but favorable terms. Since that time I have spoken with innumerable teachers and former teachers, each of whom has a story or two to tell about that first year. For most of us, the thread that unites our tales is a feeling of having done it alone, as well as a feeling of having been inadequate to meet the responsibilities thrust upon us.
Some years have passed since my first year of teaching. Eventually, I walked around to the other side of the desk and returned to school as a graduate student and, upon graduation, assumed a position as a university teacher educator, a position I have enjoyed for more than a decade. Like many other teacher educators I have worked reasonably hard to provide sensible courses for my students. I have taken seriously the aim of uniting theory and practice, and have, therefore, worked hard to carefully link planned activities in schools with the instruction offered on the university campus. I have also been committed to making certain the content in my courses has been first rate, and to this end my students have been involved in reading research relevant to their practice.
While much has gone well and I have been fortunate to have had mostly very good students, I have had a lingering concern with what happens to them once they have completed their teaching certification and assumed their first teaching job. At that point, my responsibility for them has ended, and only by chance have I found out how well or how poorly they have done during that first year.
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