A Study of Novice Teachers: Challenges and Supports in the First Years.

By Robert D. Fantilli, D. McDougall. 2009

573 citations recorded by the source corpus.

Abstract In recent years, it has been reported that an alarming number of teachers are leaving the profession in the first three years after graduation from a pre-service program. This phenomenon is common in North America and it is essential that educators identify the challenges surrounding new teachers and provide supports to assist them. The vast majority of literature surrounding new teacher induction and mentorship support is void of the Canadian context and the novice teacher voice. In this study, Ontario graduates from a two year pre-service program were surveyed and 5 teachers were selected for case studies. Participants found administrative leadership, refining the mentorship selection process, hiring practices, and district-sponsored supports as positive factors necessary for them to grow into the profession.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/2841ea27fc50cd1710497000d51e3383ac5dce75

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Citations in the corpus

Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012, background): “Studies on teacher attrition have consistently found a high rate of attrition among beginning teachers (e.g. Achinstein, 2006; Darling-Hammond, 1999; Fantilli & McDougall, 2009; Guarino et al., 2006; Haberman, 2004; Ingersoll, 2001, 2003; Johnson & Birkeland, 2003; Kersaint, Lewis, Potter, &…”
‘I’m coming back again!’ The resilience process of early career teachers (2014, background): “…context, relating to issues such as managing challenging behaviour (Demetriou, Wilson, & Winterbottom, 2009), meeting diverse student needs (Fantilli & McDougall, 2009), forming positive relationships with staff and students (Le Cornu, 2013), limited resources and equipment, and…”
“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface (2012, background): “Such factors include mentor support for new teachers (Smith & Ingersoll, 2004; Sumsion, 2003), school and administrative support (Day, 2008; Fantilli & McDougall, 2009), support of peers and colleagues (Le Cornu, 2009; Warshauer Freedman & Appleman, 2008) and support of family and friends (Howard &…”
TESOL Teacher Education: Novice Teachers' Perceptions of Their Preparedness and Efficacy in the Classroom (2012, background): “The finding related to classroom management contrasts with the literature, which shows this to be an area of high stress for K–12 teachers (e.g., Fantilli & McDougall, 2009) and as such may reflect the nature of adult education, in which learners are self-motivated and usually able to make choices…”
Relationships and early career teacher resilience: a role for school principals (2012, background): “Audrey’s experiences in her first school were not unlike those of many early career teachers who have to undertake the roles and responsibilities expected of a much more experienced teacher, often with the more difficult classes (Martinez, 2004 ; McCormack, 2007 ), and for whom feelings of isolati”
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs (2020, background): “Furthermore, we expected the mentor to play a crucial role in supporting beginning teachers (Fantilli & McDougall, 2009; Hobson et al., 2009) and expected that if the mentor–mentee interaction was characterized by a constructivist approach, this would buffer the increase in emotional exhaustion…”
Exploring beginning teachers’ attrition in the Netherlands (2017, unknown): “Teacher attrition around the world Throughout the literature, teacher attrition is an acknowledged problem in many countries (e.g., Fantilli & McDougall, 2009; Heikkinen, Jokinen, & Tynjälä, 2012; Ingersoll, 2001; 2003; 2004; 2007; Orland-Barak, 2010; Rooksvaag & Texmon, 2012; Skilbeck & Connell,…”
Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues (2011, background): “The development of effective mentor teachers involves learning new, sometimes complex skills and understandings that are seldom self-evident (Achinstein & Athanases, 2005; Fantilli & McDougall, 2009).”
Problematising the Role of Personal and Professional Relationships in Early Career Teacher Resilience (2014, background): “Research also documents how teachers may be dissatisfied after being assigned ineffective mentors (Fantilli & McDougall, 2009).”
When the going gets tough: Direct, buffering and indirect effects of social support on turnover intention (2010, background): “Research has shown that workload is one of the main concerns and challenges facing new teachers (Fantilli & McDougall, 2009).”
Thriving not just surviving: A review of research on teacher resilience (2011, methodology): “…methods; 2 surveys; interviews Classroom/school context challenges Personal attributes; importance of the students; support of peers and colleagues Fantilli and McDougall (2009) Major challenges new teachers faced in first years of teaching, existing and possible supports available, induction…”
Expanding computer science education in schools: understanding teacher experiences and challenges (2016, background): “These strategies – known as induction programs – help support teachers through mentoring and reduces teacher attrition rates during the fi rst few years (Fantilli & McDougall, 2009; Huling et al., 2012; Ingersoll & Smith, 2004; Martin, 2008).”
Post-modern reality shock: Beginning teachers as sojourners in communities of practice (2015, background): “Changes in the teaching context and in the demands made by schools affect all teachers, but they are experienced with special intensity during the first years of the teaching career (Fantilli & McDougall, 2009; Flores & Day, 2006; Morrison, 2013).”