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Beginning secondary teachers’ perceptions of the teacher-on-call experience

University of British Columbia

The purpose of the study was to gain insight into the nature of T.O.C. teaching from the perspective of beginning secondary teachers. The data was collected through semi-structured interviews with four participants. Each participant was interviewed once a month over a four-month period from October 1999 to January 2000. Interviews were audio taped and transcribed verbatim. Data analysis for this exploratory study was based on the constant comparative method as described by Lincoln and Guba (1985). The results obtained from the data analysis are presented in terms of six common themes reflecting the beginning teachers' experiences as teachers on call. In addition to the common themes, important issues relating to T.O.C. teaching as expressed by the participants were also explored. The findings of this study indicate that the challenges associated with T.O.C. teaching as described by the participants are largely a result of the T.O.C.'s lack of familiarity with the teaching environment. The lack of T.O.C. familiarity with the teaching environment impacts all aspects of the T.O.C. experience. Preparatory measures in pre-service teacher education programs and strategies for in-service programs for T.O.C.s by school districts and schools are suggested.

Thesis/Dissertation

application/pdf

2009-07-20

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http://hdl.handle.net/2429/11034

Curriculum Studies

University of British Columbia

UBCV

DSpace