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Novice Teachers Perceptions Of The Induction Program
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Book Synopsis Novice Teachers' Perceptions of Their First Year Induction Program in Urban Schools by : Phyllis A. Charleston-Cormier
Download or read book Novice Teachers' Perceptions of Their First Year Induction Program in Urban Schools written by Phyllis A. Charleston-Cormier and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The study examined and evaluated perceptions of first year teachers on the effectiveness of induction activities, assistance, and support following participation in their induction program. This was a quantitative study of novice teachers in an urban school district. Teachers from all teaching disciplines, both at the elementary and secondary level, participated in the study. The researcher used the Novice Teacher Perceptions Assessment to survey 171 teachers. Of the 171 surveys distributed, 144 were returned and analyzed for this study. From the survey data, descriptive statistics and frequency counts were obtained for demographic information items and specific induction activities, assistance, and support. All data were analyzed for the effectiveness of teacher induction program components. The results of this study revealed that novice teachers were provided with six factors that were important to them. The factors were: information concerning the school and its culture; support for emotional stress; assistance in instructional strategies; the allocation of resources; and overall support of the induction program in relation to mentors and reflection. Perceptions were consistent among the demographics; namely, the subject taught, grade level taught, gender, age, ethnicity and environment. Novice teachers ranked ten activities they valued while in the induction program. The activities most valued were the support they received in assistance with discipline problems; feedback from observations, and the opportunity to observe other teachers. On the contrary, novice teachers least valued the support given to them relating to the physical aspect of their classrooms. This included classroom arrangement, designing bulletin boards and learning centers.
Book Synopsis Novice Teachers' Perceptions of the Value of Induction by : Stephen J. Lindenmuth
Download or read book Novice Teachers' Perceptions of the Value of Induction written by Stephen J. Lindenmuth and published by . This book was released on 2012 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methodological study examined novice teachers' perceptions of the value of teacher induction, what supports they need or value, and how they would change the induction process for the betterment of future novice teachers. The study was conducted with novice teachers from two school districts in the Commonwealth of Pennsylvania and utilized a researcher-created survey, open-ended questions, and focus group interviews to collect data from 25 survey respondents and 4 focus group interview participants. The perceptions of participants in this study revealed novices valued most parts of the induction program. However, analysis of the data did reveal that novice teachers perceived the induction program did not adequately provide them with classroom management strategies, information on teacher evaluation, or their legal rights as a teacher. Novice teachers' suggestions for improvement of induction programs include the need to extend induction beyond one year and provide multiple supports such as mentoring, time for professional collaboration, appropriate matching of mentor and novice teacher, increased observation opportunities for mentors, novices and peers, and meaningful and relevant principal feedback. Overall, the novice teachers acknowledged that even with some flaws in the program they valued the induction experience as it was an important contributor in helping them cope with the stress associated with being a first year teacher.
Book Synopsis Novice Teachers' Perceptions of the Induction Program by : Joan I. Checchia
Download or read book Novice Teachers' Perceptions of the Induction Program written by Joan I. Checchia and published by . This book was released on 2008 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study was designed to examine the perceptions of novice teachers, as well as mentors, on which aspects of new teacher induction meet both the professional and personal needs of novice teachers. This allows for a discussion of how an induction program may be strengthened. For this study, qualitative techniques, including surveys and focus group interviews with various participants, were used. These methods were triangulated by analyzing school district Induction Program documents. Research findings showed the aspects that the participants perceived as giving the highest level of support, and those being somewhat supportive. Data analysis also showed what aspects of the induction program participants perceived could be improved.
Book Synopsis Novice Teachers' Perceptions of the Impact of Induction Programs on Job Satisfaction by : Desiree Seese
Download or read book Novice Teachers' Perceptions of the Impact of Induction Programs on Job Satisfaction written by Desiree Seese and published by . This book was released on 2021 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to explore factors that most impact novice teachers' perceptions of personal job satisfaction. This research study sought to determine novice teachers' perceptions of the most helpful components of an induction program in which they were participants. This study also analyzed the needs novice teachers perceived as being necessary for them to become more effective teachers. The researcher explored the findings from the responses of 51 novice teachers in a southeastern Pennsylvania school district. The participants completed a researcher-created online survey that included Likert-scale statements and open-ended responses. Interviews were completed with eight participants to gain additional perspectives of the novice teachers' perceptions. Results of the study indicated that in order for teachers to remain in the field of education, they needed to feel supported and valued within a positive culture and work environment; they also needed to be given time to collaborate with their colleagues. Findings also identified that induction programs are helpful, but they need to be differentiated better to meet the needs of the novice teachers and include effective components like mentoring and collaboration. This study further indicated that in order for novice teachers to become more effective, they needed continuing training and professional development in the areas of pedagogy, content knowledge, differentiation techniques, and integration of technology.
Book Synopsis A Perceptual Analysis of Novice Teachers' Experience with New Teacher Induction, Professional Growth, and Intent to Remain in the Profession by : Delbert C. Ferster
Download or read book A Perceptual Analysis of Novice Teachers' Experience with New Teacher Induction, Professional Growth, and Intent to Remain in the Profession written by Delbert C. Ferster and published by . This book was released on 2010 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined novice teachers' perceptions of their new teacher induction program and the role that the new teacher induction program played in their intent to remain in the profession. Participants in the study included 20 second and third year teachers from a school district in southeastern Pennsylvania. Qualitative data were gathered from all 20 participants who completed the Perception of New Teacher Induction Questionnaire, a 40-item Likert scale instrument that included three open-ended questions designed to allow participants to enhance their Likert responses. Nine participants were interviewed. District documents specifically related to the new teacher induction program and researcher observations of teacher induction meetings provided additional information that was triangulated with questionnaire and interview data. Research findings showed the district effectively and adequately designed and delivered induction activities, which focused on the technical aspects of teaching, such as differentiation of instruction, and assessment, however, data revealed that new teachers perceived many of these topics to be recurrent with topics that comprised their undergraduate education classes. Research findings indicated that participants perceived the mentoring component of the district's new teacher induction program to be effective in aiding novice teachers in their assimilation to the district. Participants perceived their mentors as caring, approachable, possessing a positive outlook regarding education and the role that they played as mentor teachers, and knowledgeable of content area or grade level. Research findings revealed that a significant majority of novice teachers perceived that the district's new teacher induction program increased their self confidence and enhanced their self-efficacy; yet, participants did not indicate that the new teacher induction program promoted their desire to remain in the profession or in the district. In conclusion, participants perceived that the district's new teacher induction program could be improved if it included: more opportunities to collaborate with mentor teachers, or other teachers from the same subject area or grade level, to create lessons that align to district curriculum; the opportunity to have district curriculum at an earlier date, with consistent and on-going opportunities to work with mentor teachers; and, a multi-tiered new teacher induction program that would more effectively address individual needs of novice teachers who exhibit a wide variety of previous teaching experience.
Book Synopsis Perceptual Analysis of Novice Teachers' Experience with New Teacher Induction, Mentoring, and Principal Support by : Elaine E. Eib
Download or read book Perceptual Analysis of Novice Teachers' Experience with New Teacher Induction, Mentoring, and Principal Support written by Elaine E. Eib and published by . This book was released on 2005 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methodological study examined novice teachers' perceptions of their new teacher induction program, mentoring, and the support they received from their principal. Four Pennsylvania public school districts were included in the study: two suburban and two rural. Data collection consisted of both quantitative and qualitative methods. Research findings showed that participating school districts provided orientation activities which included opportunities for initial socialization, and a review of policies and procedures. Classroom management, curriculum, and instructional methods were perceived areas of weakness in the induction program. Research findings revealed that participants perceived their mentors to be approachable, demonstrated willingness to assist novices, and knowledgeable of their content area. Participants perceived that time to observe mentors, be observed by mentors, or time throughout the week to discuss novices' concerns, were weaknesses in the schools' mentoring programs. Participants perceived their principals to provide procedural information, to be willing to sit in on difficult parent conferences, and to assign appropriate consequences for student misbehaviors; however, principals were not perceived by novices as being instructional leaders who offered instructional suggestions for improvement. Lastly, participants perceived that their new teacher induction program could be improved if it included: increased opportunities for collaboration and collegiality; induction activities that are more individualized and tailored by each novice; more opportunities to read and study the curriculum prior to the first student day; and, an induction program that lasted longer than the first year of teaching.
Book Synopsis A Study of Teacher Induction in High Schools of an Urban School District in Georgia by : Shaundra Fears
Download or read book A Study of Teacher Induction in High Schools of an Urban School District in Georgia written by Shaundra Fears and published by . This book was released on 2010 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Induction is a process that provides novice instructors with support needed to be successful in the classroom. Research shows that teachers receive three main types of support during the induction phase: mentor/collegial support, administrative support and instructional support (Howe, 2006; Ingersoll & Smith, 2004; Killeavy, 2005). As a result of high attrition rates for teachers, some states in the nation are now taking seriously the challenge to create alternatives to the traditional undergraduate college teacher education program route for certifying teachers (Shakrani, 2008). The purpose of this study was to determine the contribution of induction programs to the development of novice high school teachers in an urban school district in Georgia. The researcher utilized a quantitative method to gather data. The purpose of the survey was to collect opinions and attitudes about the induction process from first year teachers in an urban school district. The survey consisted of three parts: demographic information, questions about the types of mentor/collegial support, instructional support, and administrative support received during the induction year. Surveys were administered to first year high school teachers in the district. The results were disaggregated by certification type: traditionally trained instructors and non-traditionally trained instructors. A Pearson r Product Moment Coefficient was used to determine if a significant relationship between novice teachers' perceptions of administrative support, mentor/collegial support and instructional support and its level of importance. There was a statistically significant relationship between novice teachers' perceptions of the level of mentor/collegial support they received and their rating of its level of importance.
Book Synopsis Examining the Relationship Between First-year Teacher Perceptions, New Teacher Induction and Teacher Retention in the 21st Century by : Michele A. Ferdinand
Download or read book Examining the Relationship Between First-year Teacher Perceptions, New Teacher Induction and Teacher Retention in the 21st Century written by Michele A. Ferdinand and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the nation school districts are faced with the dual challenge of growing student enrollment and high teacher turnover. At the same time, each year new teachers enter the profession lacking the appropriate skills required to meet the needs of students in classrooms across the nation. When teachers participate in new teacher induction, research indicates that attrition rates decrease, while teacher satisfaction and commitment levels increase. A qualitative case study method was utilized to elicit and analyze novice teachers' perspectives on the new teacher induction program in a large school district in Texas. The purpose of the study was to understand the extent to which first-year teachers perceived that the program met the needs of new teachers during their induction year, and the extent to which the program influenced their decision to remain in the district. The research problem presented in this qualitative case study was framed by the Mutual Benefits Model which is derived from Social Exchange Theory. Data were collected through the analysis of archived documents, researcher reflexivity, field notes, audio recordings and transcripts from a focus group interview, and two individualized interviews with four first-year teachers from various schools within the district. First Cycle Coding was utilized to identify concepts, and emerging themes from the interview transcripts and field notes. In this study, four specific components were examined: professional development training, collaborative support through professional learning communities, feedback and evaluation, and mentoring support. The findings suggest that the first-year teachers' experiences with the new teacher induction program were supportive and collaborative. Additionally, findings indicated that the experiences and participation in the new teacher induction program positively influenced two of the four study participants to remain in the district. One study participant did not reveal a reason for remaining, and the fourth participant cited personal reasons for remaining in the district and profession. The findings of this study can contribute to the existing research and the current new teacher induction program framework by clarifying the roles of new teachers, campus administrators and mentors. Implications suggest that the district could enhance the new teacher induction program by providing differentiated professional development for first-year teachers new to the profession, not just to the district. Additionally, implications for more research for policy should consider the elements of alternative certification programs, specifically web-based models, on pedagogy.
Book Synopsis Cultivating High-Quality Teaching Through Induction and Mentoring by : Carol A. Bartell
Download or read book Cultivating High-Quality Teaching Through Induction and Mentoring written by Carol A. Bartell and published by Corwin Press. This book was released on 2005 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book also contains a special emphasis on under-prepared teachers and urban schools-those most in need of effective induction and mentoring and also the group that benefits the most from these types of programmes
Book Synopsis Second-year Teacher Perceptions of a Teacher Induction Program by : Karla W. Eidson
Download or read book Second-year Teacher Perceptions of a Teacher Induction Program written by Karla W. Eidson and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher induction programs are a means to support and guide new teachers in bridging the gap between pre-service preparation and assuming the role as a professional educator. This qualitative case study reviews the perceptions of second-year teachers regarding the induction program, Beginning Educators Support and Training (BEST) they experienced. The in-depth study explores the relationship between an induction program in a small urban Texas school district and the second-year teachers participating in that program. The participants in the study were three, second-year elementary teachers. The methods of data collection were one-on-one interviews, a questionnaire, and journal responses from all participants. My research question was: What are the second-year teachers' perceptions of the BEST program? In addressing this question, this study obtained responses to four sub-questions: 1) Do the second-year teachers? perceptions of the BEST program correlate with their perceived effectiveness as teachers? 2) What are the problems new teachers face? 3) How do second-year teachers perceive the impact administrators have on induction programs and new teachers? and, 4) What components of the induction program are recognized by these second-year teachers? Research supports the assertion that new teacher induction programs have been proven to provide support to new teachers in the critical first few years, and this study supported the induction process in relation to the new teacher socialization process and transitioning from pre-service preparation to classroom teacher of record. The induction process was not the salient factor the teacher participants attributed to their job satisfaction and to their remaining in the school district. However, the support, nurturing, and guidance provided through the mentoring culture fostered by the BEST program were significant to the subjects' teaching success during their critical first years of teaching.
Book Synopsis Novice Teachers' Self-efficacy and Instructional Practice by : Kimberly Tew
Download or read book Novice Teachers' Self-efficacy and Instructional Practice written by Kimberly Tew and published by . This book was released on 2017 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developing instructional competence and self-efficacy--as with mastery of any occupation--may take years of practice. However, most districts only offer one year of induction support (Ingersoll & Kralik, 2004). Multi-year induction programs--and studies about how these multi-year programs might influence self-efficacy and instruction--are extremely rare. I serve as an administrator in a New Jersey district with a four-year induction program. The purpose of this qualitative evaluation case study was to consult the district's second, third, and fourth-year teachers to explore their perceptions of the multi-year induction program and how they felt it influenced their self-efficacy and instructional practice. The research question guiding the study was: From a novice teacher's perspective, in what ways does the multi-year induction program in the Robbinsville School District contribute each year to changes in his/her self-efficacy and instructional practice? Data collection included focus groups and anonymous surveys for each cohort of teachers as well as professional development evaluation forms to compare how each year of induction might have influenced teachers' perception of their self-efficacy and instructional practice. Five themes related to the contribution of the multi-year program were identified. First, participating in the multi-year program communicated to teachers that mastery developed over time. Second, having multiple years to refine their instructional practice enabled teachers to feel more comfortable taking risks with instructional strategies and teacher leadership. Third, the program helped novices to develop instructional strategies as they progressed through each year of the program. Fourth, the induction process encouraged novices to "bridge the divide" and build relationships with fellow cohort members, veteran colleagues, and administrators. Finally, inducted novices routinely sought vicarious experiences to improve their instruction and self-efficacy. Suggestions for improvement included providing more choice in professional development, helping administrators and mentors become more aware of novices' needs, and offering additional opportunities for vicarious learning. Study participants consistently reported that the four-year program, though it required more responsibilities than a traditional one-year program, positively influenced their self-efficacy and instructional practice each year. Findings from this study will provide insight on how to improve the design and implementation of this, and possibly other, multi-year induction programs.
Book Synopsis Alternative Routes to Teaching by : Pam Grossman
Download or read book Alternative Routes to Teaching written by Pam Grossman and published by Harvard Education Press. This book was released on 2021-02-25 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past 20 years, alternative certification for teachers has emerged as a major avenue of teacher preparation. The proliferation of new pathways has spurred heated debate over how best to recruit, prepare, and support qualified teachers. Alternative Routes to Teaching provides a thorough and dispassionate review of the research evidence on alternative certification. It takes readers beyond the simple dichotomies that have characterized the debate over alternative certification, encourages them to look carefully at the trade-offs implicit in any route into teaching, and suggests ways to “marry” the proven strengths of both traditional and alternative approaches.
Download or read book 目擊者 written by and published by . This book was released on 1961 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Novice Teachers' Perceptions of School-based Induction Programmes at Selected Primary Schools in Windhoek, Namibia by : Robert Nghinaakundaama Dishena
Download or read book Novice Teachers' Perceptions of School-based Induction Programmes at Selected Primary Schools in Windhoek, Namibia written by Robert Nghinaakundaama Dishena and published by . This book was released on 2014 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining the Teacher Induction Process in Contemporary Education Systems by : Öztürk, Mustafa
Download or read book Examining the Teacher Induction Process in Contemporary Education Systems written by Öztürk, Mustafa and published by IGI Global. This book was released on 2018-08-10 with total page 395 pages. Available in PDF, EPUB and Kindle. Book excerpt: Before today’s teachers are ready to instruct the intellectual leaders of tomorrow, they must first be trained themselves. Every teacher experiences an induction process that can make their early years as an educator nerve-racking. Focusing on this period of time in a teacher’s career can lead to greater teacher retention and success. Examining the Teacher Induction Process in Contemporary Education Systems addresses the construct of teacher induction through theoretical and empirical research. It also provides an in-depth conceptualization of being a novice teacher through micro-political realities of teaching in different geographical and cultural regions. While highlighting topics including adaptation challenges, mentor-mentee interaction, and teacher retention, this book is ideally designed for school administrators, early career teachers, educational researchers, educational professionals, and academicians seeking current research on early career educator adaptation and practices.
Book Synopsis A Study of New Teachers' Perceptions of Their Induction Programs by : Anne McGeehan
Download or read book A Study of New Teachers' Perceptions of Their Induction Programs written by Anne McGeehan and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Past, Present, and Future Research on Teacher Induction by : Jian Wang
Download or read book Past, Present, and Future Research on Teacher Induction written by Jian Wang and published by R&L Education. This book was released on 2010-07-16 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: This anthology on teacher induction research is intended for researchers, policy makers, and practitioners in the field of teacher induction both nationally and internationally. This book is the final and major project of the Association of Teacher Educators' (ATE) Commission on Teacher Induction and Mentoring. Its importance is derived from three sources: (1) careful conceptualization of teacher induction from historical, methodological, and international perspectives; (2) systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; (3) substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction. The content of the book has direct implications for ATE's membership since part of the ATE mission is to provide opportunities for personal and professional growth of the Association membership whether members are researchers, policy makers, or practitioners in teacher learning and/or teacher induction.
