From Student to Beginning Teacher : Learning Strengths and Teaching Challenges

1. From Student to Beginning Teacher: Learning Strengths and Teaching Challenges Monica McGlynn-Stewart George Brown College, Toronto, Canada

2. Abstract This research study examined how the professional practice of six beginning elementary teachers was influenced by their own early experiences as students. The participants’ early learning and current teaching were explored to determine the extent to which their early experiences as pupils influenced their understanding of themselves as teachers, and their classroom practice. Results illustrate that the participants’ early learning experiences varied greatly as did the ways in which those experiences intersected with their teaching practice. The participants all reported that the subjects that were the easiest to learn as pupils presented the biggest challenge as teachers, and vice versa. Participants engaged in more professional development, were better able to accommodate struggling students and reported a greater sense of accomplishment in the subjects with which they struggled as pupils.

3. Purpose This research study examined how the professional practice of six beginning elementary teachers was influenced by their own school experiences as children. The purpose of the study was to determine: • How do beginning teachers draw on their own early school experiences as pupils in their work as teachers? • How does the relative ease with which they learned school subjects as pupils relate to the way in which they approach teaching those subjects as beginning teachers?

4. Theoretical Framework • Personal history studies suggest that student teachers use their own experiences as students to generalize when interpreting and making decisions about their teaching (Carter & Doyle, 1996). • Wolf, Fallentine & Hill (2000) argue that in order to respond to the literacy needs of their students, pre-service teachers need to examine their own beliefs and literacy history. • Feiman-Nemser (2001) considers teachers’ own schooling and early teaching experience to be far more influential than the typical pre-service program. • Knowles (1988) emphasizes the importance of examining the relationships between early childhood learning experiences with family members and teachers, teacher role identity, and classroom actions.

5. Methodology and Data Sources • Six elementary teachers over the first three years of their practice. • All graduates of post-baccalaureate teacher credential programs at a large urban university, and are currently teaching in urban schools. • Interviewed five times over three years and observed in their classrooms each time. • Interviews lasted about one hour each and were tape recorded and transcribed. • All were asked the same questions, but probe questions were also asked and additional comment was encouraged.

6. Data Analysis • Qualitative, as defined by Merriam (2009) and Punch (2009) • Involved a small sample of teachers who were studied in depth • Interview sessions were largely open-ended, and the themes emerged as the study progressed • Data was analyzed using grounded theory (Glaser, 1992; Merriam, 2009; Punch, 2009) • Transcripts and observation data were read several times to identify themes or “codes” related to the research questions • A table of themes was then developed to establish frequencies and to develop a structure for the report • The emerging theory was continually modified through “constant comparison” with the data.

8. Results • All participants reported that the subjects that were the easiest to learn as pupils presented the biggest challenge as teachers, and vice versa: • For example, Kelly was an early and prolific reader and writer as a child, but she was daunted by the task of putting together her literacy program. She reported, “I have no idea what I am doing in Language. I’m overwhelmed with how much is out there and all these different tools…I just can’t get it straight”. • 2. Participants put in more time and effort, and engaged in more professional development in the subjects that were challenging to them as pupils: • For example, Kendra, who struggled with literacy learning as a child, said, “If there are every any literacy workshops offered, those are the ones I jump at. Maybe I am overcompensating”.

9. 3. Participants had a greater appreciation for the complexity of learning and teaching in the subjects they struggled to learn: • Kelly, Mike and Darren, who reported learning to read and write effortlessly as children, were surprised that literacy learning did not come “naturally” for all of their students. However, since they struggled more to learn mathematics, they could better anticipate where students might have difficulty and plan accordingly. • Kendra, Gail and Rachel, whose own struggles with early literacy led them to understand how complex literacy learning and teaching is, were left feeling challenged with teaching mathematics, an area in which they excelled at in school.

10. 4. Participants used their own experiences with struggle as students to help them understand and accommodate their students who struggled: The participants who struggled the most as pupils appeared to have the greatest insight into how to support struggling learners in that area. Gail, Rachel and Kendra tried to replicate the literacy teaching strategies that had helped them as struggling students: meaningful hands-on activities, individualized instruction,and integration of literacy with the arts. Kelly, Mike and Darren focused on approaches to teaching mathematics that had worked for them as students: real-life applications and connections of mathematics to other school subjects.

11. Conclusion As the findings indicate, teachers’ confidence in planning and teaching school subjects, professional development choices, understanding of struggling learners, and ability to support students emanate to a significant degree from their experiences as students in school. It is clear that teachers need to better understand how their early experiences have informed the assumptions, beliefs, and attitudes they hold about learning and teaching. It is only through being reflective about their early learning experiences that teachers can come to understand and address the learning needs of all of their students.

12. Participant Quotes I was pretty high with my math skills [as a child], but I’m not always able to recognize when a student is having difficulty because I never had difficulty in math. Kendra, second year teacher I struggled with reading the whole way through [school] but as a teacher I try to be really enthusiastic and read different kinds of books to the students, and use different methods and have them read to me. I don’t want them to fall through the cracks like I did. Gail, first year teacher