Search results for: Induction
Page 1/3 29 items
This mixed methods study investigates novice teacher and coach survey responses from a two-year induction programme to learn more about what makes a good match. The authors qualitatively analyse comments from all novice teachers and coaches who were paired across years and find shared themes of structural, professional, and personality similarities as well as the importance of coaching support prominent throughout novice teacher responses. They also use logistic regression to indicate that novice teachers’ ratings of coaching skills and coaches’ beliefs about the induction programme fitting within vertical professional development were positive and significant predictors of perceptions of being well matched. Findings have implications for induction programmes on how to match their coaches with novice teachers to enhance teacher development.
Updated: Mar. 02, 2022
This mixed methods study explores a comprehensive survey administered in one induction program of over 2000 novice teachers and 1000 of their coaches. Quantitative analyses through Structural Equation Modeling indicate the mediating impact that coaches have on various design features of induction, which then have an impact on novice teacher learning and pedagogy. Qualitative analyses of comments reveal respondent satisfaction with programmatic structures in influencing their induction experiences while reiterating the importance of coaching. Findings have two main implications: 1) the impact of quality coaching for novice teacher professional growth, in conjunction with the importance of matching novice teachers and their coaches appropriately, and 2) the significance of curriculum, technology, and customer service in having an impact on the overall novice teacher and coach experience throughout induction. These findings have implications for the work of coaching and design features of induction programs.
Updated: Apr. 20, 2021
Teacher attrition rates are high in urban schools, particularly for new science teachers. Little research has addressed how science teachers can be prepared to effectively bridge the divide between preparation and urban teaching. The authors utilized the theoretical frameworks of social justice, identity, and structure‐agency to investigate this transition. Specifically, they examined the Urban Science Teacher Preparation (USTP) program as a critical case of “well‐prepared” urban science teachers. Study participants included one cohort of four teachers. Data, primarily from individual interviews, a focus group, and written reflections, were collected from participants during pre‐service preparation and their first year of teaching. The USTP program nurtured the development of a professional identity aligned with teaching science for social justice, with a unique emphasis on identifying structural injustices in schools. Findings indicate all four teachers used their identities to negotiate school policies and procedures that restricted student opportunities to learn science through three processes: deconstructing the context, positioning themselves within and against the context, and enacting their identities. These findings suggest the importance of USTP programs to provide teacher candidates with political clarity for teaching for social justice and sustained induction support to resist school socialization pressures.
Updated: May. 26, 2020
This study aims to investigate whether the experiences of teachers in general education and vocational education differ because of differences in their working contexts and challenges. It also focuses the ways in which mentees perceive the results of peer-group mentoring (PGM) with regard the professional, personal and social dimensions of professional development. The findings reveal that the participants almost unanimously agreed that PGM is important throughout the entire teaching career. Furthermore, the findings show that there were few significant differences between the teacher groups. It was found that teachers in vocational education were more likely to agree that participation in PGM had influenced their working methods, as compared to their colleagues in general education. In addition, the results reveal that teachers in vocational education reported that they had been contacted more by their colleagues about their opinions and advice after participating in PGM meetings than had previously been the case.
Updated: Apr. 24, 2018
The author describes two special education schools in Tel Aviv, Israel, whose students are on the autistic spectrum, where the head of the induction team (the author) and the principals of the schools resolved to bolster the continuity between the theoretical college studies and the beginning teachers' work with the students on the ASD continuum. Instead of holding a general induction workshop in college that accompanied the trainee in his/her first steps in the schools, the arena was transferred to the school itself, thereby creating a partnership with the school, with the local authority, and with the policy makers. The workshops provided the teachers who teach this population with professional support and empowerment and met their specific needs.
Updated: Aug. 01, 2017
The goal of this paper is to provide a useful framework rooted in social capital theory to be utilized to guide future research and practice concerning novice teacher induction that includes broader attention to the social context within which teachers are situated. Specifically, the author expounds upon the elements of a school’s social context which impact teacher socialization, including: (1) social context, (2) characteristics of novices, mentors, and colleagues, (3) alignment, and (4) frequency and content of interactions. The author provides recommendations for future research and improved practice.
Updated: Feb. 12, 2017
‘These Are Not the Realities I Imagined’: An Inquiry into the Lost Hopes and Aspirations of Beginning Teachers
The concept of the Program for Excellence in Teaching (PET), formulated at colleges of education in Israel, was designed to train teachers who not only exhibit excellence but also have potential to influence the educational system and institute change therein. This study, focusing on 21 students and beginning teachers who participated in the PET at a certain college of education in Israel, examines their professional expectations and the disparity between intentions and implementations that happens as the beginning teachers encounter the reality in schools. This study assesses the dissonance between students’ and beginning teachers’ self-expectations in light of the PET context.
Updated: Aug. 24, 2016
An Exploration of the Relationships between Mentor Recruitment, the Implementation of Mentoring, and Mentors’ Attitudes
This study examined aspects of mentor recruitment in relationship to the content and logistics of mentoring, mentors’ feelings of role conflict, satisfaction from mentoring, and their attitudes towards the need for matching mentors and new teachers. The results revealed that aspects of mentor recruitment were found to influence both mentoring dynamics and mentors’ attitudes and satisfaction.
Updated: Jul. 11, 2016
All’s Well? New Zealand Beginning Teachers’ Experience of Induction Provision in their First Six Months in School
The purpose of this study was to examine beginning primary teachers’ perceptions of their induction and mentoring experiences in their first six months of teaching. Furthermore, the findings show that while all of the beginning teachers were allocated a mentor in line with New Zealand requirements, the majority received little or no evaluative feedback on their teaching. In this study less than one-half of the beginning teachers experienced induction that is anchored in a community of learners who are committed to effective teaching.
Updated: Jul. 06, 2016
This article provides a review of literature on teacher educator identity. The findings suggested that new teacher educators generally develop negative self-views about their abilities and professional identities. Self-support and community support activities were found to facilitate teacher educators’ transition and enhance their identity development.
Updated: Oct. 13, 2015