Search results for: Teacher recruitment
Page 2/4 34 items
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
Constructing the Academic Category of Teacher Educator in Universities’ Recruitment Processes in Aotearoa, New Zealand
This study examined the recruitment and appointment of university-based teacher educators in Aotearoa New Zealand. The findings revealed three institutionally reified and identifiable constructions of the teacher educator type of academic worker: the professional expert, the dually qualified teacher educator and the ‘traditional academic’ type of teacher educator. This study argues that the present recruitment and appointment processes are taking a bifurcated approach in the employment of education faculty, recruiting mostly professional experts or traditional academics to positions within university-based ITE. By taking such an approach, these institutional constructions are supporting several persistent and arguably troubling binaries shaping understandings of ITE in the university setting including theory/practice, research/teaching and academic/professional.
Updated: Jun. 01, 2016
Why Do Student Teachers Enrol for a Teaching Degree? A Study of Teacher Recruitment in Portugal and Sweden
This article reports on findings from an exploratory study carried out in Portugal and Sweden, concerning student teacher recruitment to Initial Teacher Education (ITE) programmes. It addresses issues such as the motivations and expectations of the student teachers regarding the teaching profession. The discussion comprises two themes: the frame of reference for ITE in the two countries and possible implications for the recruitment process. The findings reveal that female students seem to be attracted to the education field in both countries. What differs is how they enter the field. Another difference relates to when student teachers choose to enter a teaching degree.
Updated: Jan. 18, 2016
Using Improvement Science to Better Support Beginning Teachers: The Case of the Building a Teaching Effectiveness Network
This paper analyzes how Effectiveness Network (BTEN) schools supported new teacher development using a standard feedback process and improvement science methods. The findings reveal that BTEN participants almost universally reported the use of the feedback process as strengthening relationships between administrators and teachers by opening up communication and making new teachers more visible and vocal in the schools. In addition, administrators also described the consistency and inclusiveness of BTEN as important to improving relationships and developing teachers’ expertise.
Updated: Jan. 10, 2016
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
Scholarships to Recruit the “Best and Brightest” Into Teaching: Who Is Recruited, Where Do They Teach, How Effective Are They, and How Long Do They Stay?
This article examines whether a popular innovation for increasing human capital in the teaching profession—competitive college scholarships for teachers— is effective. The authors show that one large and long-standing merit-based scholarship program (a) attracts teacher candidates who have high academic qualifications; and (b) yields graduates who teach lower performing students, although not as challenging as the students of other beginning teachers.
Updated: Sep. 11, 2013
This article describes transformation of the organisation of teacher training in France. The transformation of training and recruitment of teachers results from distinct reforms concerning three interrelated aspects of the organisation of teacher training: the setting of the entrance requirement to the profession at the level of a university Master’s degree (Masterisation of teacher training), the change in the recruitment process, and the integration of teacher training colleges (IUFM) into the universities.
Updated: Aug. 06, 2013
Teacher education in Norway is nationally regulated and is currently undergoing extensive changes. The authors outline the various education routes for teachers and some of the ongoing work to improve teacher education. The authors focus on the reform that has come the farthest: initial teacher education for grades 1–7 and grades 5–10. The authors discuss the controversies abound in teacher education, and the relationship between designing programmes that enable the development of skills and also enhance becoming a teacher..
Updated: Jul. 09, 2013
The shortage of science teachers has spurred a discussion about their retention and recruitment. While discussion about retaining science teachers has increased dramatically in just the last few years, science teacher educators have not attended to the recruitment of science teachers with the same tenacity. In this article, the authors initiate this discussion and to focus on secondary science teachers.
Updated: Oct. 28, 2012
This longitudinal study considers beginning teachers’ perspectives relating to the challenges of finding and holding employment and of succeeding in their careers and classrooms. The participants were a group of student teachers who completed one-year Professional Graduate Diploma in Education (PGDE) in geography at the same Scottish university in 2005–2006. Three issues shaping new teacher identities within the current Scottish context have been identified: employment uncertainty, New Teacher Induction Scheme ethos and expectations, and ensuring continuous and secure EPL.
Updated: Apr. 18, 2012