{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79618"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79618","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A Collaborative Journey: Exploring and Acting Upon the Concerns of Beginning Teachers","abstract":"\"Beginning teachers are confronted with the challenge of translating the theory, content, and skills learned in their preparation programs into their own individual practices. While university preparation tends to present the \"\"ideal\"\" world, teaching positions are situated in the \"\"real\"\" world. Beginning teachers are likely to find some aspects of this discrepancy overwhelming. The purpose of this qualitative inquiry was to collaborate with beginning early childhood special educators to identify and act on the challenges of their first years of teaching. The first year experiences of one teacher, who worked with children with disabilities as well as children considered at-risk, were investigated through extensive interviews, observations, and dialogue. Conversations about this teacher's first year experiences continued into her second year when she relocated and accepted a different teaching position in early childhood special education. The findings are reported in an in-depth case study. Next, the specific issues of this teacher and three others are discussed in a cross-case analysis. Lastly, the understandings of the researcher as a teacher educator are shared. All participants encountered challenges in their interactions with families, co-workers, and children, although their specific issues varied. However, they all concluded that the first year is one for which beginning teachers need to be prepared to expect the unexpected.\"","abstract_html":""Beginning teachers are confronted with the challenge of translating the theory, content, and skills learned in their preparation programs into their own individual practices. While university preparation tends to present the ""ideal"" world, teaching positions are situated in the ""real"" world. Beginning teachers are likely to find some aspects of this discrepancy overwhelming. The purpose of this qualitative inquiry was to collaborate with beginning early childhood special educators to identify and act on the challenges of their first years of teaching. The first year experiences of one teacher, who worked with children with disabilities as well as children considered at-risk, were investigated through extensive interviews, observations, and dialogue. Conversations about this teacher's first year experiences continued into her second year when she relocated and accepted a different teaching position in early childhood special education. The findings are reported in an in-depth case study. Next, the specific issues of this teacher and three others are discussed in a cross-case analysis. Lastly, the understandings of the researcher as a teacher educator are shared. All participants encountered challenges in their interactions with families, co-workers, and children, although their specific issues varied. However, they all concluded that the first year is one for which beginning teachers need to be prepared to expect the unexpected."","abstract_has_math":false,"creators":["Appl, Dolores Jean"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["McCollum, Jeanette A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:52:32Z","date_published":"2015-09-25T19:52:32Z","updated_at":"2026-07-22T22:26:12Z","subjects":["Education, Early Childhood"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3023008"],"render_values":[{"text":"(MiAaPQ)AAI3023008","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79618","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McCollum, Jeanette A."]},{"key":"dc:creator","label":"Author","values":["Appl, Dolores Jean"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:52:32Z","10000-01-01","2001"]},{"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, Early Childhood"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79618","(MiAaPQ)AAI3023008"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"Beginning teachers are confronted with the challenge of translating the theory, content, and skills learned in their preparation programs into their own individual practices. 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Lastly, the understandings of the researcher as a teacher educator are shared. All participants encountered challenges in their interactions with families, co-workers, and children, although their specific issues varied. However, they all concluded that the first year is one for which beginning teachers need to be prepared to expect the unexpected.\"","Made available in DSpace on 2015-09-25T19:52:32Z (GMT). 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While university preparation tends to present the \"\"ideal\"\" world, teaching positions are situated in the \"\"real\"\" world. Beginning teachers are likely to find some aspects of this discrepancy overwhelming. The purpose of this qualitative inquiry was to collaborate with beginning early childhood special educators to identify and act on the challenges of their first years of teaching. The first year experiences of one teacher, who worked with children with disabilities as well as children considered at-risk, were investigated through extensive interviews, observations, and dialogue. Conversations about this teacher's first year experiences continued into her second year when she relocated and accepted a different teaching position in early childhood special education. The findings are reported in an in-depth case study. Next, the specific issues of this teacher and three others are discussed in a cross-case analysis. Lastly, the understandings of the researcher as a teacher educator are shared. All participants encountered challenges in their interactions with families, co-workers, and children, although their specific issues varied. However, they all concluded that the first year is one for which beginning teachers need to be prepared to expect the unexpected.\"","Made available in DSpace on 2015-09-25T19:52:32Z (GMT). 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