Search results for: Induction
Page 3/3 27 items
When Intentions and Reality Clash: Inherent Implementation Difficulties of An Induction Program for New Teachers
New teachers are often required to go through an induction program in order to become fully certified. Induction programs are varied and the overall picture regarding their implementation is uneven. This article addresses the gap between program policy and implementation regarding various aspects of the Israeli teacher induction program.
Updated: Mar. 30, 2009
An Investigation of the Effects of Variations in Mentor-Based Induction on the Performance of Students in California
Policy makers are concerned about teacher shortages and the high rate of attrition among new teachers. Mentor-based induction has been shown to reduce the numbers of new teachers leaving schools or the profession. However, staying in the profession does not mean that new teachers are effective in helping students learn. The purpose of the project was to study how variations in new teacher support programs are related to changes in student achievement.
Updated: Dec. 22, 2008
The authors review literature since 1997 of the effect of beginners' teachers conceptions and practice. The review includes the first approach using theoretical assumptions, the second approach analyses effects through teachers' report' and the third approach explores multiple data sources.
Updated: Oct. 26, 2008
Teacher educators' induction into Higher Education: work-based learning in the micro communities of teacher education
The article describes a research study for developing induction support for pre-service teacher educators in England. The findings indicate that most induction provision occurs within teacher education departments, often at the micro levels of the teaching team.
Updated: Sep. 11, 2008
The formal and situated learning of beginning teacher educators in England: identifying characteristics for successful induction in the transition from workplace in schools to workplace in higher education
The article presents facilitators and barriers of a longitudinal study on the emerging professional, academic identities of five beginning teacher educators. Barriers in the early stages include: a reliance on trial and error learning, inappropriate induction courses, poor mentoring and support structures and relatively few opportunities for collaborative work. Facilitators include: flexible induction programmes, learning conversations with key colleagues and personal experience of learning at Masters' level.
Updated: Sep. 11, 2008
Examining the practice of beginning teachers’ micropolitical literacy within professional inquiry communities
The study explores beginning teachers' examination of the politics of inquiry communities. The qualitative study aims at examining how novice teachers learn to fit in politically in inquiry groups, and construct understandings of the organizational structures and professional cultures of their schools.
Updated: May. 01, 2008
The concept of truth has been central in all students' mathematical experiences across all grades, and the success of instilling the concept highly depends on the mathematics teachers' knowledge of proof. The study in this article examines knowledge of proof by mathematical induction among elementary and secondary mathematics teachers and is based on interviews of 95 participating teachers. Finding reveal that teachers from both groups had difficulties around the essence of the basic step of the induction method, the meaning associated with the induction step, and the possibility that the truth set of a sentence in a statement proved by mathematical induction to include values outside its domain of discourse.
Updated: Jan. 28, 2008