Beginning Teacher Perceptions of Concerns: A Longitudinal Look at Teacher Development

This article describes a study done with five years of interview data from first year teachers in the Teaching Fellows Program, a school/university partnership that provides induction and mentoring at the graduate level. Interview data from first year teachers about their greatest concern was collected each November. An analysis of the data using “idea units” revealed three large categories: Survival, mastery of the task, and awareness of student needs. Examining two sub-categories through another lens yielded information that for these new teachers meeting students needs was more of a concern than discipline. We conclude that because this program is selective, has consistent mentoring, has relevant coursework and has peer-support through a cadre, these teachers express concerns usually associated with more experienced teachers. What impact does support programs have for beginning teachers? A lot! I now look through a different lens. Instead of worrying about covering the objectives, I ask myself how can I put this in ‘kid terms’ that the child can use later in life. Jenni, a Teaching Fellow (pseudonym used)