Event Title
How Do Early-Career Elementary Teachers Negotiate Between Efficiency and Flexibility While Teaching?
Document Type
Presentation
Abstract
Contemporary frameworks of ambitious teaching encourage teachers to enact flexible, student-centered instructional practices, and, yet, teachers must also manage a multidimensional set of practical concerns while teaching in the classroom. Findings from 24 post-lesson interviews from 12 early-career elementary teachers are presented, and the data is analyzed in terms of whether or not these teachers attempted to revise their instruction while teaching. The findings highlight the manner in which the pressure to complete predetermined lesson activities and the prominent concern to manage time efficiently shape early-career teachers’ enactment in the classroom. Implications for teacher education are discussed.
Keywords
Early-Career Elementary Teachers, Teaching
Persistent Identifier
http://hdl.handle.net/10950/2983
How Do Early-Career Elementary Teachers Negotiate Between Efficiency and Flexibility While Teaching?
Contemporary frameworks of ambitious teaching encourage teachers to enact flexible, student-centered instructional practices, and, yet, teachers must also manage a multidimensional set of practical concerns while teaching in the classroom. Findings from 24 post-lesson interviews from 12 early-career elementary teachers are presented, and the data is analyzed in terms of whether or not these teachers attempted to revise their instruction while teaching. The findings highlight the manner in which the pressure to complete predetermined lesson activities and the prominent concern to manage time efficiently shape early-career teachers’ enactment in the classroom. Implications for teacher education are discussed.