Frances Langdon
Paper presented at the Annual Conference of the British Educational Research Association, University of Exeter, England, 12-14 September 2002
Principals’ perceptions of the ‘good’ beginning teacher and the challenges, paradoxes, dilemmas and implications for educational cultures
Principals as school leaders are influential in the employment of teachers and as such are the gatekeepers in their schools. They are critical to the professional development of teachers and the improvement of learning and teaching cultures; their voice matters.
This paper presents principals’ perceptions of the good beginning teacher and the paradoxes, dilemmas, challenges and implications that emerge from this construction. Fifteen urban principals from a range of socio-economical schools participated in research that had a focus on constructing, interpreting and critically analysing their perception of the effective beginning teacher. The paper considers the fundamental contradictions that emerged from the perception of the teacher as a democratic, moral professional when the context supports the neo-liberal-technocratic teacher. Clearly for principal’s perception of the good teacher to be a lived reality, rather than an ideological construct, it would mean a reappropriation of their practice and teachers’ work. They would need to establish cultures that support teachers who have moral purpose, are engaged in complex decision making and in democratic transformative practices. This is assuming that it is possible for principals to interrupt the dominant discourse of neo-liberalism with an alternative discourse of hope.
Frances Langdon
Director, Primary Teacher Education Programmes
Auckland College of Education
Private Bag 92601
Symonds Street
Auckland
NEW ZEALAND
Please note: This is work in progress. I would be pleased to discuss any aspect of the work and warmly welcome comments.
Frances Langdon
This paper is about principals’ perceptions of the good teacher and the fundamental contradictions that emerged from these perceptions as analysed through the dual discourses of economic rationalism and of hope. On one hand principals are proposing that the good teacher is a professional democratic teacher. On the other hand the educational context is characterised by a discourse that supports the teacher as a neo-liberal technician. Principals co-constructed a complex contradictory view of the good beginning teacher inter-relating various dispositional qualities with knowledge, understandings, skills and practices. Their perceptions were grounded in the present day social constructions of realities encompassing the complexity of teaching that, in turn, reflected the diversity, contradictions and complexities of our changing society. Principals’ views gave meaning to the good beginning teachers in ways that went beyond the technical aspects of teaching that characterised teaching in the 1990s. At that time there was a managerial response to education with schools in New Zealand become “self managing” businesses (Codd, 1999; Sullivan, 1994). The principals described a good beginning teacher as a professional with moral purpose engaged in complex decision making. Yet this professional, democratic teacher works in an educational and political context that supports the neo- liberal technocratic teacher. If these perceptions of the good beginning teacher as a moral professional are real and not just ideological there are implications for the educational community and hope that teachers will establish as Giroux (1996) argues
‘the priority of ethics and social justice over the logic of the market and the language of excessive individualism.’ (p.139)
This paper discusses the findings of principals’ perceptions of the good beginning teacher. A beginning teacher refers to the graduates first two years of teaching practice. The ambiguities and implications of the perceptions are explored and critiqued along with the contradictory context in which the good beginning teacher works. Questions for future research are identified.
The research on which this paper is based was a qualitative study. A variety of data collection methods were used, ranging from focus group interviews, one-to-one interviews and written surveys. Fifteen principals participated, six female and nine males all of whom were principals in urban primary schools representing a cross-section of socio-economic communities
The findings were presented at a workshop (1999, Auckland Primary Principals Association Annual Conference) attended by principals. There was agreement voiced about the perception of the ‘good’ beginning teacher, with the qualification that the perceptions held, and the six overarching themes that emerged, applied to all good teachers not just beginning teachers. It was suggested that the findings presented a perception that went beyond the good beginning teacher to that of the ‘ideal’ teacher. While this paper discusses fifteen participant principals construct of the beginning teacher other principals argued that the perception could well apply to all good teachers.
The use of the adjective ‘good’ was related to the judgement of ‘good’ as cognitive, esteemed, absolutely considered and approved from every point of view. It is a judgement about the teacher and what that teacher is intended to be (Kant, 1952).
The analyses of the data revealed that there were views held in common by the participant principals about the ‘good’ beginning teacher. Six different overarching conceptual themes emerged. They were:
A good beginning teacher:
- has a particular disposition
- has the child at the centre of their practice
- has a philosophy and seeks to learn
- has curriculum knowledge and curriculum pedagogical knowledge
- can manage a classroom to support learning
- reflects on and responds to the context in which they are working.
The diagram below is a visual representation of this group of principals’ construction of the good beginning teacher. It expresses the teacher as a whole person requiring knowledge, understandings, skills and practices in all of the themes with disposition-personal professional qualities underpinning and being central to good practice. Of the six themes personal professional and dispositional qualities were viewed as acting like ‘glue’, holding together in a catalytic mannerthe knowledge, understandings, skills and practices that transform all these essential elements into the ‘good’ beginning teacher.
Diagram A: This diagram represents principals’ perception of the good beginning teacher. Personal, professional qualities, the disposition are central to the good beginning teacher, transforming in a catalytic manner, the way knowledge, understandings, skills and practices are interpreted to create this teacher.
The following is a brief description of each theme. It should be noted that while each theme is described they are not in essence discreet as they interrelate and overlap. The italics are quotes from principals and are examples of the ways the principals orientated their discussion in relation to the theme. They are not indicative of the number of principals who expressed this view.
- A good beginning teacher has a particular disposition
Principals viewed the ‘job’ as being about relationships, about exploring ways of developing and maintaining relationships with different people with different attitudes and values. This was qualified by the need for tolerance, acceptance of others, open-minded and being flexible. The need to work collegially as a team member, to establish and maintain positive effective relationships with children, colleagues and others, such as parents, were identified as essential by all principals. An emphasis was placed on the teacher liking and respecting children. Other qualities such as being enthusiastic, positive, having a sense of humour, confidence, reliability, honesty, commitment, hardworking, tolerant, open-minded, ethical and trustworthy were consistently identified as important to the good teacher. Self-control, an ability to manage stress, and being physically and mentally robust were also dispositions principals regarded important qualities for beginning teachers to have. The following quote encapsulates principals’ perception of the importance of disposition to the beginning good teacher:
Functioning practical things, sure they are important, but what is really important in school is what is in the hearts and minds of the people who are working there with the children. I look and wonder what it is about them that makes them an effective teacher…I think those interpersonal skills are just critical…its very much about the person’s warmth and harmony at heart, their aroha. PJ
The notion of dispositional qualities being ‘teachable’ juxtaposed with the idea that these qualities were qualities a teacher was born with, a natural trait, was raised. The latter position infers that the effective beginning teacher is born with certain personal qualities that make them a better teacher, that they cannot be learned or attained. Principals in this study did not generally hold this view, most viewed dispositional qualities as teachable e.g. anger management, communication, acceptance of diversity, tolerance.
- A good beginning teacher has the child at the centre of their practice.
Principals considered a focus on the whole child, and an integrated, rather than fragmented view of education, as important. This was apparent in the language used by them and the way teaching and learning was couched, with the child, rather than the subject or learning outcomes, being central to the discussion about the ‘good’ beginning teacher. Putting into practice approaches that empowered children and understanding how the socio- economic environment might impact on children’s learning and the rights of the child were also identified as essential. Knowing how the child learns best and developing optimum learning conditions were viewed as important as the following examples illustrate.
They have got to come to terms with the learning needs of their children and the learning styles that work for them PK
The development of a philosophy about the fundamental rights of the child as learners within the broad educational context is essential. PE
They have got to know about families, socio-economic status, ethnicity and gender and the effects on children’s learning. PM
- A good beginning teacher has a philosophy and seeks to learn
Principals emphasised the importance of beginning teachers having a set of beliefs that underpin their practice and philosophy they can defend. At the same time being reflective and open to new ways of thinking and doing were deemed important. Having a commitment to ongoing professional development was a strongly held view by all principals. Knowing why they were doing what they were doing, seeking advice and taking on board constructive criticism were also identified as important characteristics.
The fourth thing and the one I am really keen on but don’t want to overemphasise at the expense of others , they need to reflect on their philosophy of education and think about why they became a teacher, what it means to be a teacher, where the teacher fits into the greater scheme of things. Why are they teaching this? Why are they teaching like that? They need to develop some thinking skills…because at the end of the day if they are going to be any good they need to reflect on: what am I going to do and why am I going to do it and how do I know it’s the right way to do it anyway? Is there another way of doing this? Those are really important questions, once teachers start this then they are really away. PG
It’s important that they realise that they don’t feel that they have to know it all PK
Principals discussed the importance of theory and knowledge underpinning survival in the classroom. They believed that having a philosophy helped the beginning teacher to make decisions when they are for example, grappling with establishing routines or developing a language programme. As one principal stated:
Use their philosophy as guiding principles for when they are struggling with what to do next or how will this deal with this… a philosophy will help them through PI
- A good beginning teacher has curriculum knowledge and curriculum pedagogical knowledge
The good beginning teacher was perceived as having both knowledge of the curriculum and knowledge of teaching strategies that would translate into relevant learning experiences for the child. Planning and understanding the inter-relationship between curricula and the essential skills as identified in the New Zealand Curriculum Framework (1993) were viewed as important. In relation to curriculum knowledge, there was a particular emphasis on the need for competency in language, literacy and mathematics. The importance of information and communication technology (ICT) was referred to but not frequently. Most of the principals considered it more acceptable to provide ICT support ‘on the job’ than have a beginning teacher who was not competent in planning a reading or mathematics programme. Interestingly it was asserted that curriculum delivery should be underpinned and enhanced by the teacher’s philosophy
They need good curriculum knowledge, both content and pedagogical. If they actually haven’t got a strong knowledge base then I think they struggle much more. If they know about, and know how to, and can get their programmes underway then they develop confidence much more quickly and start believing they are a real teacher, PJ
Have knowledge of the New Zealand Curriculum, curriculum knowledge and how to deliver it, knowledge of teaching methods and these need to be delivered within a philosophical framework PE
The ability to critique assessment practices was referred to with the emphasis placed on being able to assess and plan for the child’s learning needs. Knowledge of practical assessment strategies particularly diagnostic tools were identified as essential along with an understanding of parents’ perception of the importance of assessment feedback.
Ability to critique assessment and curriculum documents along with knowledge of practical assessment strategies and knowledge of key diagnostic assessment tools e.g. how to do running records, basic recording and tracking data on children PI
- A good beginning teacher can manage a classroom to support learning
Principals emphasised the relationship between planning and management to support children’s learning rather than management to control children’s behaviour as an important attribute in a beginning teacher. Being able to justify management approaches was also considered important. Principals wanted the good beginning teacher to be able to draw on subject knowledge and utilise the process of critical reflection to plan for and maintain a stimulating challenging learning environment. The teacher’s ability to relate to children was perceived as integral to effective management. The notion that the ability to manage a classroom did not necessarily equate with learning was discussed.
I suppose you can manage a class without them learning much. They have to know what to do at the very start to get it all going and then adapt and modify as they come to terms with the learning needs of their children. Classroom management, you have to make a philosophical decision of where you stand on that. PG
Empowering practices and respect for the child were related to good teaching practice. Principals wanted beginning teachers to have a variety of teaching approaches and strategies at their fingertips; to know about motivation, scaffolding, grouping, planning and selecting resources that are relevant to children’s lived experiences.
It’s not just knowing about the curriculum, it is knowing how to implement it and manage the total learning environment. They need to come to terms with the learning needs of their children and the learning style and to get all their routines established and boundaries drawn. They need to treat children with dignity and respect. PJ
It was recognised that survival skills for the first year were a necessity e.g. the ability to manage stress and paper work associated with accountability demands.
- A good beginning teacher reflects on and responds to the context in which they are working
The principals’ viewed the good beginning teacher as a person who is ethical and politically aware. One who reflects on the context with an eye to improving practice, who has an understanding and acceptance of the culture of the school and the community and who dresses appropriately. She or he is articulate and knows about his or her legal responsibilities and rights. There was discussion about the beginning teacher acting as a catalyst for change and the importance of supporting the ideas and ideals they bring to teaching. As the following quotes illustrate:
I would expect people to behave ethically, to have high expectations of themselves and others, to value difference, be open minded, intelligent and willing to learn from others. PI
They have got to have an understanding of the broader picture, the broader educational context in which they are going to work, they have to have reflection in there because if it is just the technical approach it’s a very narrow view that they bring into the classroom. PJ
Principals saw a need for the beginning teachers to be more than a technically competent teacher. They expected them to have an understanding of political and legal factors that impact on their work. Below are three examples of principals’ comments:
They need to be politically aware. PG
They should have a smattering of educational law to keep themselves safe. PL
They need to know about their rights and responsibilities under the collective employment contract because that is part of being a professional. Professional appraisal and professional development comes into it as well. They need to understand ways schools operate in terms of charters and they need to know about the roles of the Boards of Trustees. PE
An awareness of the culture of the school and the subsequent expectations of teachers in this context was discussed. It was seen as important that there was a ‘fit’ between the beginning teacher and the culture of the school yet at the same time the effective beginning teacher would have the ability to actively reflect on their context and would contribute to debate to improve practice school wide.