Experiences of novice teachers in private K-12 schools in Beirut : challenges and opportunities (Record no. 20032)

MARC details
000 -LEADER
fixed length control field 02445nam a2200241Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210115627.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Hashem, Hala Radwan
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Experiences of novice teachers in private K-12 schools in Beirut : challenges and opportunities
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2013
300 ## - PHYSICAL DESCRIPTION
Extent 208 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This study examined the process that novice teachers in Lebanese private schools go through as they transition from college into their first teaching job and try to identify the factors that support or hinder that process. This study is grounded in a phenomenological qualitative research tradition which explored the novice teachers’ transition from the perspectives of the new teachers and principals. The study was conducted in 15 private k-12 schools ofdifferent size (small, medium, and large) where the participants included 27 novice teachers and nine principals who were randomly selected. To collect data, 45-60 minute interviews were conducted individually with each ofthe selected principals and teachers. The results showed that the main challenges novice teachers experience are related to their relationship with their students, instruction planning and delivering, as well as their relationship with the superiors, colleagues, and students’ parents. The results also revealed that the novice teachers’ superiors and colleagues constitute the main sources of support for them. Moreover, no induction programs were found; however, some induction practices were sporadically followed in some of the schools under study. To analyze the results, the data collected from the perspectives of teachers was compared with that collected from the perspectives of principals. The results were also compared with the literature and across school size. Recommendations for practice and research were then suggested
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Développement professionnel
9 (RLIN) 54
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Private sector General education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Professional Development
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secteur Privé Enseignement générale
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التطوير المهني
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التعليم الخاص التعليم العام
9 (RLIN) 150
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=102219">http://search.shamaa.org/FullRecord?ID=102219</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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