Search results for: Teacher induction
Page 2/3 22 items
This paper outlines the diffusion of one such pedagogy from medical to teacher education. Implemented in five different teacher preparation programs, simulation data highlight design principles and resulting outcomes for general scholastic and subject-specific problems of practice.
Updated: Dec. 06, 2015
The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions
In this study, the authors examined the direct effects of preservice preparation quality and early career support as well as potential moderating effects of early career support on the career intentions and decisions of novice teachers. The findings confirm and extend prior research related to the effects of early career support alone and in conjunction with varying levels of satisfaction with preservice preparation. The authors show a direct association between new teachers’ perceptions of preservice preparation quality and their intentions to remain in their current school and in the profession. In conclusion, this study provides a first and important step in filling a gap in the teacher attrition literature by examining whether mentoring and induction support differentially influences beginning teachers’ career intentions and decisions depending on their level of preservice preparation.
Updated: Nov. 18, 2015
Mentoring of New Teachers as a Contested Practice: Supervision, Support and Collaborative Self-development
This article aims to examine contested practices of mentoring of newly qualified teachers within and between New South Wales in Australia, Finland and Sweden. The meta-analysis revealed three main archetypes of mentoring: mentoring as supervision, mentoring as support, and mentoring as collaborative self-development. These three different views of mentoring are found in Australia, Sweden and Finland. The authors suggested that these three different archetypes of mentoring form very different dispositions in mentees and mentors.
Updated: Jan. 18, 2015
A Bridge Over Troubling Waters: A Snapshot of Teacher Graduates' Perceptions of their Ongoing Professional Learning Needs
This article discusses a pilot university program of extended teacher preparation in Ausralia. The paper reports on the perceived professional learning needs of a group of graduates as they transition to teaching. The key findings indicate that these graduates are seeking ongoing support as they develop confidence in their canonical skills of teaching.
Updated: Sep. 16, 2013
This paper describes the efforts to improve beginning teachers' induction experiences across the state of Illinois. This article describes the challenges faced by Illinois state-funded induction programs and the response of Illinois New Teacher Collaborative (INTC). The authors claim that this unique collaboration of organizations with broadly different interests continues to work together in the name of beginning teacher induction. However, the Illinois funded programs still have many unresolved and ongoing challenges, such as state funding cuts and low traffic in INTC's Website.
Updated: Dec. 25, 2012
The current article highlights the components of comprehensive induction designed to help beginning teachers develop the skills for a more meaningful learning experience. The author observed at the New Teacher Project (NTP) in California as a case in point. The author concludes that accomplished, well-trained mentors also serve as teacher educators who can help shape a climate of transformational learning during induction.
Updated: Oct. 09, 2012
In this article, the authors explore newly qualified New Zealand secondary teachers’ varied accounts of induction. The authors claim that multiple interpretations of objectives for induction programs are a significant source of this variation. With reference to an activity system framework, the authors identify four primary objects of induction that were represented in the induction accounts as follows: ‘orientation to learning about the context’, ‘fitting into the school’, ‘completing registration requirements’, and ‘becoming a professional inquirer’.
Updated: Jun. 25, 2012
Professional Learning Places and Spaces: The Staffroom as a Site of Beginning Teacher Induction and Transition
This article argues that the staffroom is an important professional learning space where beginning teachers interact to understand who they are and the nature of their professional work. The authors highlight the theoretical importance of space and place in the construction and negotiation of beginning teacher subjectivities. The authors conclude by calling for greater research attention to the significance of the staffroom and its interaction with teacher subjectivities.
Updated: Sep. 14, 2011
The purpose of this study was to examine the teaching beliefs that post-baccalaureate students brought into a graduate level teacher certification program. Furthermore, the study explored the extent to which those beliefs persevered or changed during their first year of teaching.
Updated: Jun. 18, 2011
Mentors Assessing Mentees? An Overview and Analyses of the Mentorship Role Concerning Newly Qualified Teachers
The aim of this article is to analyze how the mentor's role in the assessment process, together with the relationship between the mentor and mentee, is discussed in the 108 responses to the consultative document. The results show that only 23 of the 108 responses mention assessment. However, none of these 23 responses explicitly state that it is a good idea for mentors to participate in the assessment of the new teacher. Furthermore, only four responses include an explicit discussion of the relationship between mentors and mentees.
Updated: Apr. 12, 2011