Negotiating Between Efficiency and Flexibility: Learning from the Classroom Experiences of Early-Career Elementary Teachers
Abstract
Contemporary frameworks of ambitious teaching encourage teachers to enact flexible, student-centered instructional practices, and, yet, teachers must also manage a multidimensional set of practical concerns while teaching in the classroom. Findings from 24 post-lesson interviews from 12 early-career elementary teachers are presented, and the data is analyzed in terms of whether or not these teachers attempted to revise their instruction while teaching. The findings highlight the manner in which the pressure to complete predetermined lesson activities and the prominent concern to manage time efficiently shape early-career teachers’ enactment in the classroom. Implications for teacher education are discussed.
Recommended Citation
Zimmerman, Aaron
(2018)
"Negotiating Between Efficiency and Flexibility: Learning from the Classroom Experiences of Early-Career Elementary Teachers,"
Ohio Journal of Teacher Education: Vol. 32:
No.
1, Article 8.
Available at:
https://www.exhibit.xavier.edu/ojte/vol32/iss1/8
