title: Becoming a Teacher: An Investigation of the Transition from Student Teacher to Teacher

authors: Grudnoff, Alexandra Barbara

subjects: teacher preparation programmes

abstract: This thesis seeks to gain greater knowledge of the process of transition and
development that beginning primary teachers undergo over their first year of
teaching. The research focus is on investigating and understanding this process
from the standpoint of the beginning teacher. Of particular interest is an
examination of how the teacher preparation programme, contextual features of the
school, and participants' own beliefs and biographies influence and impact on
their transition to teaching and their professional and identity development as first
year teachers.
This longitudinal study takes an interpretive approach to investigate the first year
teaching experiences of 12 beginning teachers in 11 primary schools. The
qualitative methodology used in this thesis shares characteristics with a case study
approach and utilizes procedures associated with grounded theory. Data were
gathered systematically over a year by way of 48 semi-structured, individual
interviews, two focus group interviews, and 48 questionnaires, supplemented by
field notes. The collected data were analyzed, coded, and categorized, and
explanations and theory that emerged from this process were grounded in the data.
The findings of this study have three broad sets of implications for the education
and induction of beginning teachers.
Firstly, they question the role that practicum plays in the transition from
student to teacher. The findings suggest that the practicum component of
teacher preparation programmes should be re-conceptualized and redesigned
to provide authentic opportunities for student teachers to be
exposed to the full range of work demands and complexity that they will
encounter as beginning teachers.
Secondly, becoming a successful teacher appears to depend on the quality
of the school's professional and social relationships, particularly in terms
of the frequency and type of formal and informal interactions that
ii
beginning teachers have with colleagues. While the major source of
satisfaction and self-esteem came from seeing the children whom they
taught achieving socially and academically, the beginning teachers also
had a strong need for affiliation, which was enabled through positive,
structured interactions and relationships with colleagues. The study also
indicates that employment status influences the way that the beginning
teachers view their work and themselves as teachers, with those in
relieving positions displaying greater variability in terms of emotional
reactions and a sense of professional confidence than those employed in
permanent positions.
The third set of implications relate to beginning teacher induction. The
study points to variability in the quality of induction experiences and
challenges policy makers and principals to ensure that all beginning
teachers are provided with sound and systematic advice and guidance
programmes which are necessary for their learning and development.
While the study confirms the critical role played by tutor teachers in
beginning teacher induction, it suggests that the focus is on emotional and
practical support rather than on educative mentoring to enhance new
teachers' thinking and practice.
This thesis provides a comprehensive and nuanced view of how beginning to
teach is experienced and interpreted. It paints a complex picture of the
relationship between biography, beliefs, preparation, and context in the process of
learning to teach. The study contributes to the literature on the education of
beginning teachers. It highlights the need for developing a shared understanding
amongst policy makers, teacher educators, and schools regarding the multiplicity and complexity of factors that influence the transition and development of beginning teachers.

text: Becoming a Teacher: An Investigation of the Transition from Student Teacher to Teacher This thesis seeks to gain greater knowledge of the process of transition and
development that beginning primary teachers undergo over their first year of
teaching. The research focus is on investigating and understanding this process
from the standpoint of the beginning teacher. Of particular interest is an
examination of how the teacher preparation programme, contextual features of the
school, and participants' own beliefs and biographies influence and impact on
their transition to teaching and their professional and identity development as first
year teachers.
This longitudinal study takes an interpretive approach to investigate the first year
teaching experiences of 12 beginning teachers in 11 primary schools. The
qualitative methodology used in this thesis shares characteristics with a case study
approach and utilizes procedures associated with grounded theory. Data were
gathered systematically over a year by way of 48 semi-structured, individual
interviews, two focus group interviews, and 48 questionnaires, supplemented by
field notes. The collected data were analyzed, coded, and categorized, and
explanations and theory that emerged from this process were grounded in the data.
The findings of this study have three broad sets of implications for the education
and induction of beginning teachers.
Firstly, they question the role that practicum plays in the transition from
student to teacher. The findings suggest that the practicum component of
teacher preparation programmes should be re-conceptualized and redesigned
to provide authentic opportunities for student teachers to be
exposed to the full range of work demands and complexity that they will
encounter as beginning teachers.
Secondly, becoming a successful teacher appears to depend on the quality
of the school's professional and social relationships, particularly in terms
of the frequency and type of formal and informal interactions that
ii
beginning teachers have with colleagues. While the major source of
satisfaction and self-esteem came from seeing the children whom they
taught achieving socially and academically, the beginning teachers also
had a strong need for affiliation, which was enabled through positive,
structured interactions and relationships with colleagues. The study also
indicates that employment status influences the way that the beginning
teachers view their work and themselves as teachers, with those in
relieving positions displaying greater variability in terms of emotional
reactions and a sense of professional confidence than those employed in
permanent positions.
The third set of implications relate to beginning teacher induction. The
study points to variability in the quality of induction experiences and
challenges policy makers and principals to ensure that all beginning
teachers are provided with sound and systematic advice and guidance
programmes which are necessary for their learning and development.
While the study confirms the critical role played by tutor teachers in
beginning teacher induction, it suggests that the focus is on emotional and
practical support rather than on educative mentoring to enhance new
teachers' thinking and practice.
This thesis provides a comprehensive and nuanced view of how beginning to
teach is experienced and interpreted. It paints a complex picture of the
relationship between biography, beliefs, preparation, and context in the process of
learning to teach. The study contributes to the literature on the education of
beginning teachers. It highlights the need for developing a shared understanding
amongst policy makers, teacher educators, and schools regarding the multiplicity and complexity of factors that influence the transition and development of beginning teachers.

year: 2007

title: Simulating electricity consumption pattern for household appliances using demand side strategies - a review

authors: Ozoh, Patrick

subjects: Model

abstract: This paper investigates research work related to the modelling and simulation of household electricity consumption with a view to developing a simulation to evaluate the effectiveness of demand-side management mechanisms. The eventual aim of the research is to be able to model household consumption down to the level of individual appliance use in order to explore and assess the impact of different demand-side strategies, both in individual household consumption, and on overall grid balance. The focus of this paper is to survey relevant research on simulation of household consumption, potential demand-side strategies and their impact, and modelling techniques for residential consumption. From this review, the paper provides a number of pointers for future effort in the area of modelling the impact of demand-side management strategies and techniques.

text: Simulating electricity consumption pattern for household appliances using demand side strategies - a review This paper investigates research work related to the modelling and simulation of household electricity consumption with a view to developing a simulation to evaluate the effectiveness of demand-side management mechanisms. The eventual aim of the research is to be able to model household consumption down to the level of individual appliance use in order to explore and assess the impact of different demand-side strategies, both in individual household consumption, and on overall grid balance. The focus of this paper is to survey relevant research on simulation of household consumption, potential demand-side strategies and their impact, and modelling techniques for residential consumption. From this review, the paper provides a number of pointers for future effort in the area of modelling the impact of demand-side management strategies and techniques.

year: 2015

title: Diversity in Aotearoa New Zealand picturebooks published between 2021 and 2022

authors: Daly, Nicola

subjects: Design

abstract: It is widely accepted that diversity in the literature read by and with children is of great importance, both for ensuring all children see themselves in the stories they share and in ensuring children are aware of lives and experiences outside their own. There is a growing body of international literature critically exploring the diversity present in English-language children’s literature, but to date very little analysing diversity in Aotearoa New Zealand. This study examines 90 picturebooks published between 2021 and 2022 in terms of representations of ethnicity, skin colour, gender, disability, family structures, and language use. Findings indicate similar representations of gender, disability, and family structure to those found internationally but higher representation in relation to the ethnicity and skin colour of primary and secondary characters. New findings in relation to language use are presented. Future research concerning the details of representation in picturebooks and other formats of children’s literature in Aotearoa New Zealand is called for.

text: Diversity in Aotearoa New Zealand picturebooks published between 2021 and 2022 It is widely accepted that diversity in the literature read by and with children is of great importance, both for ensuring all children see themselves in the stories they share and in ensuring children are aware of lives and experiences outside their own. There is a growing body of international literature critically exploring the diversity present in English-language children’s literature, but to date very little analysing diversity in Aotearoa New Zealand. This study examines 90 picturebooks published between 2021 and 2022 in terms of representations of ethnicity, skin colour, gender, disability, family structures, and language use. Findings indicate similar representations of gender, disability, and family structure to those found internationally but higher representation in relation to the ethnicity and skin colour of primary and secondary characters. New findings in relation to language use are presented. Future research concerning the details of representation in picturebooks and other formats of children’s literature in Aotearoa New Zealand is called for.

year: 2025