Otwarty dostęp

Novice Teachers of English as a Foreign Language in the Czech Republic and their Drop-Out Intentions


Zacytuj

Annual Report of the Czech School Inspectorate for the school year 2015/2016 (2016) http://www.csicr.cz/html/abstract_2015/html5/index.html?&locale=CSY&pn=15, Accessed 9 June 2018.Search in Google Scholar

Aus, K., Jogi, A. L., Poom-Valickis, K., Eisenschmidt, E., & Kikas, E. (2017). Associations of newly qualified teachers’ beliefs with classroom management practices and approaches to instruction over one schoolyear. European Journal of Teacher Education, 40(1), 28-45. doi.org/10.1080/02619768.2016.125189710.1080/02619768.2016.1251897Open DOISearch in Google Scholar

Ball, S. (1981). Beachside Comprehensive: a case study of secondary schooling. New York: Cambridge University Press. Barnes, D., & Shemilt, D. (1974). Transmission and interpretation. Education Review, 26, 213-228. doi.org/10.1080/001319174026030510.1080/0013191740260305Open DOISearch in Google Scholar

Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185–207. https://doi.org/10.1016/j.edurev.2011.09.00110.1016/j.edurev.2011.09.001Open DOISearch in Google Scholar

Bludau, M. (2006). Was braucht ein Lehrer fremder Sprachen? In U. O. H. Jung (Hrsg.), Praktische Handreichung für Fremdsprachenlehrer. Band 2. 4. vollständig überarbeitete Auflage (s. 339–346). Frankfurt am Main: Peter Lang.Search in Google Scholar

Bobbit, S. A., Faupel, E., & Burns, S. (1991). Characteristics of stayers, movers, and leavers: Results from the Teacher Follow-up Survey, 1988–1989 (NCES 91–128). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.Search in Google Scholar

Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3–31. doi.org/10.1191/1362168806lr182oa10.1191/1362168806lr182oaOpen DOISearch in Google Scholar

Boyd, D., Grossman, P. L., Lankford, H., Loeb, S., & Wyckoff, J. H. (2011). The Influence of School Administrators on Teacher Retention Decisions. American Educational Research Journal, 48(2), 303-333. doi.org/10.3102/000283121038078810.3102/0002831210380788Open DOISearch in Google Scholar

Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., Burke, P., & Louviere, J. (2013). Teacher retention and attrition: Views of early career teachers. Australian Journal of Teacher Education, 38(3), 112–139. dx.doi.org/10.14221/ajte.2013v38n3.910.14221/ajte.2013v38n3.9Search in Google Scholar

Burrell, G., & Morgan, G. (1979). Sociology paradigm and organisational analysis: Elements of the Sociology of Corporate Life. Portsmouth: Heinemann. doi.org/10.4324/978131524280410.4324/9781315242804Open DOISearch in Google Scholar

Caspari, D. (2003). Fremdsprachenlehrerinnen und Fremdsprachenlehrer. Studien zu ihrem beruflichen Selbstverständnis. Tübingen: Narr.Search in Google Scholar

Caspersen J., & Raaen, F. D. (2014). Novice teachers and how they cope. Teachers and Teaching: theory and practice, 20(2),189-211. doi.org/10.1080/13540602.2013.84857010.1080/13540602.2013.848570Open DOISearch in Google Scholar

Cherubini, L. (2009). Reconciling the tensions of new teachers’ socialisation into school culture: A review of the research. Issues in Educational Research, 19(2), 83–99.Search in Google Scholar

Claessens, L., van Tartwijk, J., Pennings, H., van der Want, A., Verloop, N., den Brok, P., & Wubbels, T. (2016). Beginning and experienced secondary school teachers’ self- and student schema in positive and problematic teacher-student relationships. Teaching and Teacher Education, 55, 88-99. doi.org/10.1016/j.tate.2015.12.00610.1016/j.tate.2015.12.006Open DOISearch in Google Scholar

Deal, T., & Kennedy, A.E. (1982). Corporate cultures. Reading, MA: Addison-Wesley.Search in Google Scholar

Darling-Hammond, L. (2000). Solving the dilemmas of teacher supply, demands and standards: How can we ensure a competent, caring, and qualified teacher for every child. New York: National Commission on Teaching and America’s Future.Search in Google Scholar

Dirks, U. (2000). Wie werden EnglischlehrerInnen professionell? Eine berufsbiographische Untersuchung in den neuen Bundesländern. Münster: Waxmann.Search in Google Scholar

Eldar, E., Nabel, N., Schechter, C., Tamor, R., & Mazin, K. (2003). Anatomy of successs and failure: the story of three teachers. Educational Research, 45(1), 29-48. doi.org/10.1080/001318803200008610910.1080/0013188032000086109Open DOISearch in Google Scholar

Evetts, J. (2006). Trust and professionalism in knowledge societies. Current Sociology 54(4), 515–531. doi.org/10.1177/001139210606508310.1177/0011392106065083Open DOISearch in Google Scholar

Fantilli, D.A., McDougall, M.D. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814–825. dx.doi.org/10.1016/j.tate.2009.02.02110.1016/j.tate.2009.02.021Open DOISearch in Google Scholar

Farrell, T. S. C. (2003) Learning to teach English language during the first year: personal influences and challenges. Teaching and Teacher Education, 19, 95–111. doi: 10.1016/S0742-051X(02)00088-410.1016/S0742-051X(02)00088-4Open DOISearch in Google Scholar

Feiman-Nemser, S. & Floden, R. (1986). The cultures of teaching. In Wittrock (Ed.), Handbook of research on teaching, 3rd ed., pp. 505-526. New York: MacMillan.Search in Google Scholar

Fernet, C., Trépanier, S., Austin, S., & Levesque-Côté, J. (2016). Committed, inspiring, and healthy teachers: How do school environment and motivational factors facilitate optimal functioning at career start? Teaching and Teacher Education, 59, 481-491. doi.org/10.1016/j.tate.2016.07.01910.1016/j.tate.2016.07.019Open DOISearch in Google Scholar

Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417. DOI: 10.2307/358811410.2307/3588114Open DOISearch in Google Scholar

Gaikhorst, L. Beishuizen, J. J. Korstjens, I. M., & Volman, M. L. L. (2014). Induction of beginning teachers in urban environments: An exploration of the support structure and culture for beginning teachers at primary schools needed to improve retention of primary school teachers. Teaching and Teacher Education, 42, 23-33. doi.org/10.1016/j.tate.2014.04.00610.1016/j.tate.2014.04.006Open DOISearch in Google Scholar

Gaikhorst, L., Beishuizen, J., Roosenboom, B., & Volman, M. (2017). The challenges of beginning teachers in urban primary schools. European Journal of Teacher Education, 40(1), 46-61. doi.org/10.1080/02619768.2016.125190010.1080/02619768.2016.1251900Open DOISearch in Google Scholar

Gamoran, A., & Weinstein, M. (1995). Differentiation and opportunity in restructured schools. Paper presented at the annual meeting of the American Sociological Association, Washington, DC.Search in Google Scholar

Gavish, B., Friedman, I. A. (2011). Novice teachers as organisational people: Expectations of a professional work environment, collegiality, recognition and respect. Educational Studies, 37(4), 451–467. doi.org/10.1080/03055698.2010.54089110.1080/03055698.2010.540891Open DOISearch in Google Scholar

Glazerman, S., Isenberg, E, Dolfin, S., Bleeker, M., Grider, A. M., & Jacobus, M. (2010). Impacts of comprehensive teacher induction: Final results from a randomized controlled study (NCEE 2010-4028). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.Search in Google Scholar

Goodson, I. (Ed.). (1985). Social histories of the secondary curriculum: Subjects for study. London: Falmer Press.Search in Google Scholar

Goodson, I.F. (1993). School Subjects and Curriculum Change. London: Falmer Press.Search in Google Scholar

Goodson, I. F. (1997). Studying Curriculum: cases and methods. Buckingham: Open University Press.Search in Google Scholar

Grissom, J. A., & Strunk, K. O. (2012). How should school districts shape teacher salary schedules? Linking school performance to pay structure in traditional compensation schemes. Educational Policy, 26(5), 663–695. doi.org/10.1177/089590481141758310.1177/0895904811417583Open DOISearch in Google Scholar

Grosemans, I., Boon, A., Verclairen, C., Dochy, F., & Kyndt, E.(2015) Informal learning of primary school teachers: Considering the role of teaching experience and school culture. Teaching and Teacher Education, 47, 150–161. doi.org/10.1016/j.tate.2014.12.01110.1016/j.tate.2014.12.011Open DOISearch in Google Scholar

Grossman, P. L., & Stodolsky, S. S. (1995). Content as context: The role of school subjects in secondary school teaching. Educational Researcher, 24(8), 5–11. doi.org/10.3102/0013189X02400800510.3102/0013189X024008005Search in Google Scholar

Hagger, H., Mutton, T., & Burn, K. (2011). Surprising but not shocking: The reality of the first year of teaching. Cambridge Journal of Education, 41(4), 387–405. doi.org/10.1080/0305764X.2011.62499910.1080/0305764X.2011.624999Open DOISearch in Google Scholar

Hahs-Vaughn, D. L., & Scherff, L. (2008). Beginning English teacher attrition, mobility, and retention. The Journal of Experimental Education, 77(1), 21–54. doi.org/10.3200/JEXE.77.1.21-5410.3200/JEXE.77.1.21-54Open DOISearch in Google Scholar

Hammadou, J., & Bernhardt, E. (1987). On being and becoming a foreign language teacher. Theory into Practice, 26(4), 301–306. doi.org/10.1080/0040584870954329010.1080/00405848709543290Open DOISearch in Google Scholar

Hanušová, S., Píšová, M., Kohoutek, T., Minaříková, E., Janík, M., Janík, T., Mareš, J., Uličná, K., & Ježek, S. (2017). Chtějí zůstat nebo odejít? Začínající učitelé v českých základních školách. Brno: Masarykova univerzita. doi.org/10.5817/CZ.MUNI.M210-8922-201710.5817/CZ.MUNI.M210-8922-2017Open DOISearch in Google Scholar

Hayes, K. (1976). Which subjects can be taught in mixed-ability classes. Teachers’ views. Cambridge Journal of Education, 6, 32-38. doi.org/10.1080/030576476006010510.1080/0305764760060105Open DOISearch in Google Scholar

Helms-Lorenz, M., van de Grift, W., & Maulana, R. (2016). Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers. School Effectiveness and School Improvement, 27(2), 178–204. https://doi.org/10.1080/09243453.2015.103573110.1080/09243453.2015.1035731Open DOISearch in Google Scholar

Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching: theory and practice, 18(4), 417-440. dx.doi.org/10.1080/13540602.2012.69604410.1080/13540602.2012.696044Open DOISearch in Google Scholar

Imazeki, J. (2005). Teacher salaries and teacher attrition. Economics of Education Review, 24(4), 431–449. doi.org/10.1016/j.econedurev.2004.07.01410.1016/j.econedurev.2004.07.014Open DOISearch in Google Scholar

Ingersoll, R. M. (2001). Teacher turnover, teacher shortages, and the organization of schools. Seattle: University of Washington.10.1037/e384452004-001Search in Google Scholar

Ingersoll, R. (2003). Is there really a teacher shortage? A report, Center for the Study of Teaching and Policy.10.1037/e382722004-001Search in Google Scholar

Ingersoll R., & Strong M. (2011). The impact of induction and mentoring for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233. dx.doi.org/10.3102/003465431140332310.3102/0034654311403323Open DOISearch in Google Scholar

Jenkins, J. (2007). English as a lingua franca: Attitudes and identity. Oxford: Oxford University Press.Search in Google Scholar

John, P. (2005). The sacred and the profane: subject sub-culture, pedagogical practice and teachers’ perceptions of the classroom uses of ICT. Educational Review, 57(4), 469–488. doi.org/10.1080/0013191050027957710.1080/00131910500279577Open DOISearch in Google Scholar

Johnson, S. M., Kraft, M. A, & Papay, J. P. (2011) How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record [online]. 114(10) 1–39.10.1177/016146811211401004Search in Google Scholar

Johnson, S. M., & Birkeland, S. E. (2004). Pursuing a ‘sense of success’: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581–617. dx.doi.org/10.3102/0002831204000358110.3102/00028312040003581Open DOISearch in Google Scholar

Kardos S. M., Johnson S. M., Peske H. G., Kauffman D., Liu E. (2001). Counting on colleagues: New teachers encounter the professional cultures of their schools. Educational Administration Quarterly, 37(2), 250–290. doi.org/10.1177/0013161012196931610.1177/00131610121969316Open DOISearch in Google Scholar

Kramsch, C. (1997). The privilege of the non-native speaker. PMLA, 112, 359–369.10.1632/S0030812900060673Search in Google Scholar

Kyriacou, C., & Kunc, R. (2007). Beginning teachers’ expectations of teaching. Teaching and Teacher Education, 23(8), 1246-1257. doi.org/10.1016/j.tate.2006.06.00210.1016/j.tate.2006.06.002Search in Google Scholar

Lacey, C. (1977). The socialisation of teachers. London: Methuen.Search in Google Scholar

Ladd, H. (2009). Teachers’ perceptions of their working conditions: How predictive of policy-relevant outcomes. National Center for Analysis of Longitudinal Data in Education Research Working Paper 33. Washington, DC: CALDER.10.1037/e722072011-001Search in Google Scholar

Ladd, H. (2011). Teachers’ perceptions of their working conditions: How predictive of planned and actual teacher movement? Educational Evaluation and Policy Analysis, 33(2), 235–261. dx.doi.org/10.3102/016237371139812810.3102/0162373711398128Open DOISearch in Google Scholar

Lave, J. (1988). Cognition in practice. Cambridge: Cambridge University Press.10.1017/CBO9780511609268Search in Google Scholar

Li, C. K., & Hung, C. H. (2012). The interactive effects of perceived parental involvement and personality on teacher satisfaction. Journal of Educational Administration, 50(4), 501–518. doi.org/10.1108/0957823121123861110.1108/09578231211238611Open DOISearch in Google Scholar

Martel, H. A. (2009). Effective strategies for general and special education teachers [Senior Honors Theses]. Michigan: Eastern Michigan University.Search in Google Scholar

McKay, L. (2016). Beginning teachers and inclusive education: frustrations, dilemmas and growth. International Journal of Inclusive Education, 20(4), 383-396. doi.org/10.1080/13603116.2015.108163510.1080/13603116.2015.1081635Open DOISearch in Google Scholar

Medgyes, P. (1994). The non-native teacher. London: Macmillan.Search in Google Scholar

Meristo, M., & Eisenschmidt, E. (2014). Novice teachers’ perceptions of school climate and self-efficacy. International Journal of Educational Research, 67, 1-10. dx.doi.org/10.1016/j.ijer.2014.04.00310.1016/j.ijer.2014.04.003Open DOISearch in Google Scholar

MEYS (Ministry of Education, Youth and Sports). (2015). Analýza výsledků mimořádného šetření k dopadům novely zákona o pedagogických pracovnících. Praha: MŠMT.Search in Google Scholar

Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. Harlow: Pearson Education.Search in Google Scholar

OECD (2005). Teachers matter: Attracting, developing and retaining effective teachers. Directorate for Education, Employment, Labour and Social Affairs, Education and Training Division. Paris: OECD.Search in Google Scholar

Oplatka, I., & Eizenberg, M. (2007). The perceived significance of the supervisor, the assistant, and parents for career development of beginning kindergarten teachers. Teaching and Teacher Education, 23(4), 339–354.10.1016/j.tate.2006.12.012Search in Google Scholar

Öztürk, M., & Yildirim, A. (2013). Adaptation challenges of novice teachers. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 294–307.Search in Google Scholar

Pařízek, V. (1994). Obecná pedagogika. Praha: Pedagogická fakulta UK.Search in Google Scholar

Peters, T.J., & Waterman, R.H. (1982). In Search of Excellence Lessons from America’s Best-Run Companies. New York: Harper & Row.Search in Google Scholar

Píšová, M. (2013). Teacher Professional Socialisation: Objective Determinants. Orbis scholae, 7(2), 67−80. DOI: 10.14712/23363177.2015.2110.14712/23363177.2015.21Search in Google Scholar

Pogodzinski, B. (2013) Administrative context and Novice Teacher-Mentor Interactions. Journal of Educational Administration, 58(1), 40–65.10.1108/JEA-06-2013-0073Search in Google Scholar

Pogodzinski, B.,Youngs, P., & Frank, K. A. (2013) Collegial Climate and Novice Teachers’ Intent to Remain Teaching. American Journal of Education,120(1), 27–54. dx.doi.org/10.1086/67312310.1086/673123Open DOISearch in Google Scholar

Pollard, A. (1982). A model of classroom coping strategies. British Journal of Sociology of Education, 3(1), 19–37. dx.doi.org/10.1080/014256982003010210.1080/0142569820030102Open DOISearch in Google Scholar

Sarason, S. (1982). The culture of the school and the problem of change, 2nd ed. Boston: Allyn & Bacon.Search in Google Scholar

Smethem, L. (2007). Retention and intention in teaching careers: Will the new generation stay? Teachers and Teaching: Theory and Practice, 13(5), 465–480. doi.org/10.1080/1354060070156166110.1080/13540600701561661Open DOISearch in Google Scholar

Siskin, L. S. (1991). Departments as different worlds: Subject subcultures in secondary schools. Educational Administration Quarterly, 27(2), 134–160. doi.org/10.1177/0013161X9102700200310.1177/0013161X91027002003Open DOISearch in Google Scholar

Stodolsky, S. S. (1993). A framework for subject matter comparisons in high school. Teaching and Teacher Education, 9, 333-346. doi.org/10.1016/0742-051X(93)90001-W10.1016/0742-051X(93)90001-Open DOISearch in Google Scholar

Stodolsky, S. S., & Grossman, P. L. (1995). The impact of subject matter on curricular activity: An analysis of five academic subjects. American Educational Research journal, 32, 227-249. doi.org/10.3102/0002831203200222710.3102/00028312032002227Open DOISearch in Google Scholar

Sturman, M. C., Cheramie, R. A., & Cashen, L. H. (2005). The impact of job complexity and performance measurement on the temporal consistency, stability, and test-retest reliability of employee job performance ratings. Journal of Applied Psychology, 90(2), 269–283. dx.doi.org/10.1037/0021-9010.90.2.26910.1037/0021-9010.90.2.269Open DOISearch in Google Scholar

Terhart, E. (2005). Pädagogische Qualität, Professionalisierung und Lehrerarbeit. Viertel- jahrschrift für wissenschaftliche Pädagogik, 81, 79–97.10.30965/25890581-081-01-90000010Search in Google Scholar

Tiplic, D., Brandmo, C., & Elstad, E. (2015). Antecedents of Norwegian beginning teachers’ turnover intentions. Cambridge Journal of Education, 45(4), 451–474. doi.org/10.1080/0305764X.2014.98764210.1080/0305764X.2014.987642Open DOISearch in Google Scholar

Vollmer, H. J. (1995). Perspektiven einer professionalisierten Lehrerausbildung im Bereich moderne Fremdsprachen. Die Neueren Sprachen, 94(6), 667–682.Search in Google Scholar

Wechsler, M. E., Caspary, K., Humphrey, D. C., & Matsko, K. K. (2010). Examining the effects of new teacher induction. Menlo Park, CA: SRI International.Search in Google Scholar

Weiss, E. M. (1999). Perceived workplace conditions and first year teachers’ morale, career choice commitment, and planned retention: A secondary analysis. Teaching and Teacher Education, 15, 861–879. dx.doi.org/10.1016/S0742-051X(99)00040-210.1016/S0742-051X(99)00040-2Open DOISearch in Google Scholar

Wheelock, A. (1992). Crossing the tracks: How “untracking” can save America’s schools. New York: New Press.Search in Google Scholar

Williams, A., Prestage, S., & Bedward, J. (2001). Individualism to collaboration: The significance of teacher culture to the induction of newly qualified teachers. Journal of Education for Teaching, 27(3), 253–267. doi.org/10.1080/0260747012009158810.1080/02607470120091588Open DOISearch in Google Scholar

Wipperfürth, M. (2009). Welche Kompetenzstandards brauchen professionelle Fremdsprachen-lehrer und -lehrerinnen? Forum Sprache, 1(2), 6–26.Search in Google Scholar

Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. A. (2017). See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events. Teaching and Teacher Education, 66, 295-308. DOI: 10.1016/j.tate.2017.04.01510.1016/j.tate.2017.04.015Open DOISearch in Google Scholar

Yaakobi, D., & Sharan, S. (1985). Teacher beliefs and practices: The discipline carries the message. Journal of Education for Teaching, 11(2), 187-199. doi.org/10.1080/026074785011020710.1080/0260747850110207Open DOISearch in Google Scholar

Zeichner, K. & Gore, J. (1990). Teacher socialisation. In R. Houston (Ed.). Handbook of research on teacher education (pp. 329–348). New York: Macmillan.Search in Google Scholar