{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/19186"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/19186","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The perceptions of beginning teachers in an urban school: Implications for professional preparations and development","abstract":"Five teachers participated in this study, which described their beginning teaching experiences in an urban school and the sources of their knowledge. The purpose of the study was to gain a better understanding of the beginning teachers' experiences and the factors from their life histories that influenced their thinking and shaped skills for teaching in an urban school.","abstract_html":"Five teachers participated in this study, which described their beginning teaching experiences in an urban school and the sources of their knowledge. The purpose of the study was to gain a better understanding of the beginning teachers' experiences and the factors from their life histories that influenced their thinking and shaped skills for teaching in an urban school.","abstract_has_math":false,"creators":["Hines, Mahalia Ann"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Manolakes, Theodore"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T11:59:33Z","date_published":"2011-05-07T11:59:33Z","updated_at":"2026-07-22T22:25:12Z","subjects":["Education, Teacher Training","Education, Curriculum and Instruction"],"languages":["eng"],"rights":["Copyright 1994 Hines, Mahalia Ann"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9503215","(UMI)AAI9503215"],"render_values":[{"text":"AAI9503215","href":null,"code":true},{"text":"(UMI)AAI9503215","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/19186","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Manolakes, Theodore"]},{"key":"dc:creator","label":"Author","values":["Hines, Mahalia Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T11:59:33Z","10000-01-01","1994"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Teacher Training","Education, Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1994 Hines, Mahalia Ann"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9503215","(UMI)AAI9503215","http://hdl.handle.net/2142/19186"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Five teachers participated in this study, which described their beginning teaching experiences in an urban school and the sources of their knowledge. The purpose of the study was to gain a better understanding of the beginning teachers' experiences and the factors from their life histories that influenced their thinking and shaped skills for teaching in an urban school.","The design of this study was based on the naturalist and participant-observer approach to inquiry. Qualitative methods were used for collecting data, with interviews serving as the primary mode. Other sources such as journals, questionnaires, and observations were used to add depth to the study and triangulate the findings. The data was processed using the constant comparative and content analysis method in order to generate the grounded theory.","The findings suggest that the teachers view teaching children in urban schools to be different from the children they were prepared to teach. They further suggest that teaching children in urban schools requires specific beliefs and additional skills that can be subsumed under the categories of home and community, managing student behavior, and instruction. Another significant finding was that participant-observation can serve as a powerful staff development tool for schools. The sources of their knowledge varied, with preservice and beginning teaching experiences being most influential.","The findings from this study can serve as a heuristic device for teacher educators, beginning teachers, schools, and educational researchers. The primary significance of the study is that it provides a scheme for viewing beginning teachers' beliefs of teaching in urban schools along with sources of their knowledge that can be useful for further inquiry.","Made available in DSpace on 2011-05-07T11:59:33Z (GMT). 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