Background/Purpose Feiman-Nemser (2001) stated that novice teachers have two jobs: teaching and learning to teach. Her five Central Tasks of Learning to Teach (CTLT) framework highlights what novice teachers experience during their induction years. Ingersoll & Smith (2003) site the lack of induction support as a cause for teachers to leave the profession within their first five years. The purpose of the study is to examine the CTLTs experienced by first year PE teachers to provide insights for improving their teaching success.
Method Semi-structured interviews were conducted at the end of the first year of teaching with 21 PE teachers from 18 schools from a Southern suburban school district. Participants signed consent forms approved by the school district's Review Board and the researchers' university HSRB.
Analysis/Results A “Closed” model (L'Écuyer, 1988) was applied to the data using the CTLTs. The text of each interview was analyzed with each portion carrying a specific idea categorized as one of the CTLTs. A total of 1084 units were analyzed. Eighty-four percent of responses addressed attempts to apply best practices learned in teacher training (33%) and learning to teach within the school context (53%). Little focus was given to responsive instruction to learners' needs (1%), classroom climate (4%), and developing their professional identity (9%).
Conclusions These novice teachers attended to two CTLTs and with continuous support through their induction years, they may expand their focus to address additional categories. Results indicate need for effective mentoring and induction support beyond the first of teaching.