Learning from the lived experiences of new language arts teachers working in diverse urban schools

Jessica Early, Ruth Shagoury

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

This ethnographic interview study examines the factors, challenges, people and events that impacted the teaching lives of new language arts teachers. Participants taught in urban, diverse, and underserved schools. We examine our findings related to the reputation of the school, the role of the school leaders, the role of other new teachers, teacher identity, and the impact of teacher preparation programs, which emerged as clear patterns from their interviews. Data on the school culture and personnel also revealed important information on the obstacles these teachers face and supports that sustain them. This study leads to potential future research to broaden our understanding of how to attract, support, and retain new teachers in the field of language arts education.

Original languageEnglish (US)
Pages (from-to)1049-1058
Number of pages10
JournalTeaching and Teacher Education
Volume26
Issue number4
DOIs
StatePublished - May 1 2010

Keywords

  • Beginning language arts teachers
  • Diverse student populations
  • Literacy instruction
  • Teacher induction
  • Teacher preparation
  • Urban schools

ASJC Scopus subject areas

  • Education

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