Search results for: Induction
Page 2/3 30 items
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
This article explores the operation and contribution of induction seminars operated as learning communities for new teachers. Findings showed that seminar discussions focused primarily on coping with discipline problems, building self-confidence, and developing a professional identity. The main contribution of the seminars was emotional support provided in a non-threatening environment.
Updated: Jun. 10, 2015
This article examines the psychological processes involved in constructing professional identities among novice teachers as expressed in stories they wrote about their induction year. The examination of these processes through narrative analysis with a literary dimension focuses on the teachers’ struggles with the conflicts, tensions, and gaps that arose during this year. The findings reveal that every story emphasizes one of the three aspects with which the novice teachers cope: has conflict, tension and gaps with which the novice teachers must cope.
Updated: May. 17, 2015
This study aimed at developing a culturally responsive scheme for inducting and mentoring Emirati novice teachers. The aim of this study was to reach consensus over the different components necessary for an induction programme responsive to the United Arab Emirates (UAE) context. Utilising a modified Delphi technique, quantitative and qualitative data were collected over three rounds. The scheme shares many of the bases of induction and mentoring programmes. However, three differences are evident: formative and summative assessments are carried out by a committee, the programme should only last for one year, and passing the induction programme should be enough – no teaching licence exam is required.
Updated: Mar. 17, 2014
Mentoring and New Teacher Induction in the United States: A Review and Analysis of Current Practices
This article reviews induction and mentoring programs in the three most populous states, California, New York, and Texas, and one of the smallest, Utah. The author describes the trends in mentoring programs in the United States and discusses the results of these programs. Finally, the article identifies the gaps in the research literature.
Updated: Mar. 10, 2014
The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research
The current review critically examines 15 empirical studies, conducted since the mid-1980s, on the effects of support, guidance, and orientation programs—known as induction—for beginning teachers. Most of the studies reviewed provide empirical support for the claim that support and assistance for beginning teachers have a positive impact on three sets of outcomes: teacher commitment and retention, teacher classroom instructional practices, and student achievement.
Updated: Apr. 24, 2012
Induction Needs of a Group of Teachers at Different Career Stages in a School in the Republic of Ireland: Challenges and Expectations
The current study examines how a school-based induction programme can best accommodate the needs of a diverse group of teachers at different career stages. This case study carried out in a socially disadvantaged secondary school in the Republic of Ireland. Findings reveal that the induction needs of both newly qualified teachers and returning teachers were broadly similar.
Updated: Nov. 29, 2011
This article focuses on new teachers’ satisfaction with their first year of teaching from the perspective of socialization. The study examined the relationship between satisfaction with socialization and teacher background, school environment, placement, and induction variables. The participants were 243 Israeli beginning teachers who answered a questionnaire. Support from mentors and school colleagues had the greatest impact on new teachers’ assimilation.
Updated: Apr. 14, 2011
This article presents the results of an exploratory research study into induction practices of novice teacher educators in six different countries. This study aimed to answer the question, 'How do novice teacher educators experience their induction period?' Data were gathered through semi-structured interviews with 11 beginning teacher educators. The findings indicated that induction is quite problematic. None of the teacher educators experienced a satisfying induction into their institute and the profession as well. The results of the interviews mirror the two levels of induction. Firstly, it refers to the organizational induction into the teacher education institute. Secondly, it is about becoming a member of the profession (professional induction).
Updated: Mar. 21, 2010
This study investigates Estonian novice teachers' perspectives on relationships with mentors. It also explores experiences of mentoring and mentors' tasks during the Estonian teachers' first year of teaching. The data are based on thematic interviews with 16 novice teachers in the second half of their first year of teaching, i.e. the induction year.
Updated: Jun. 08, 2009