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Novice Teachers Perceptions Of The Value Of Induction
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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 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 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 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.
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 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 Examining the Influence of Induction Practices on Novice Teaches' Perceptions of Efficacy and Student Learning Outcomes by : Thomas Ryan Betsa
Download or read book Examining the Influence of Induction Practices on Novice Teaches' Perceptions of Efficacy and Student Learning Outcomes written by Thomas Ryan Betsa and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to investigate novice teachers’ perceptions of the influence of induction practices on student learning outcomes at a public secondary high school. A theory that guided this study is Knowles’s theory of andragogy as it establishes the need for novice teachers to participate in training that is self-directed, builds competency in problem-solving, and focuses on their experiences. Another theory that guided this study is Lave’s and Wenger’s situated learning theory as it offers a framework for induction that increases novice teacher efficacy and professionalism in the workplace. A transcendental phenomenology was used to detect the common meaning shared by novice teachers who experience induction practices. The sample of the study included novice teachers at public high schools in a Midwest state who have three years or less of teaching and received induction practices. Questionnaires, individual interviews, and a focus group discussion served as the data collection methods to achieve triangulation of the data. The study implemented Moustakas’s procedures for analysis by completing epoché, phenomenological reduction, imaginative variation, and synthesis. From the analysis, the following three themes regarding induction practices emerged: the power of relationships, an uplifting experience, and the importance of authenticity. The findings revealed that induction practices can positively influence novice teachers’ ability to achieve student learning outcomes.
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 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 Teacher Induction: Exploring the Satisfaction, Struggles, Supports, and Perceptions of Novice Teachers by :
Download or read book Teacher Induction: Exploring the Satisfaction, Struggles, Supports, and Perceptions of Novice Teachers written by and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Comprehensive Teacher Induction by : E.D. Britton
Download or read book Comprehensive Teacher Induction written by E.D. Britton and published by Springer Science & Business Media. This book was released on 2003-05-31 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on a three-year study, the authors describe how comprehensive teacher induction systems can both provide teacher support and promote learning more about how to teach. This book calls for re-thinking what teacher induction is about, whom it should serve, what the ‘curriculum’ of induction should be, and the policies, programs, and practices needed to deliver it.
Book Synopsis New Elementary Teachers' Perceptions of the Induction Process by : Pinkie Odessa Peake
Download or read book New Elementary Teachers' Perceptions of the Induction Process written by Pinkie Odessa Peake and published by . This book was released on 1993 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 2004-08-14 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: This indispensable handbook focuses on new teachers' needs while emphasizing high-quality teaching through the use of standards-based teaching, teacher assessments, and reflective practice.
Book Synopsis Research on Teacher Induction by : Julie Rainer Dangel
Download or read book Research on Teacher Induction written by Julie Rainer Dangel and published by R & L Education. This book was released on 2006 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: The yearbook is designed to provide teachers and teacher educators with current research and practical guidelines for conceptualizing and implementing research. The conceptual framework of the yearbook is based on a triadic definition of scholarship: the production of knowledge, the interpretation and synthesis of knowledge, and the application of knowledge. Thus, there are noted authors invited to read, respond and offer their interpretation and synthesis of the research selected for inclusion.
Book Synopsis Transforming Novices into Professionals by : Matthew J. Jennings
Download or read book Transforming Novices into Professionals written by Matthew J. Jennings and published by Rowman & Littlefield. This book was released on 2021-11-15 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Millions of novice teachers will be entering classrooms over the next few years. Unfortunately, due to feeling overwhelmed, frustrated and unsuccessfulmany of these teachers will not stay in education. If we are to succeed in staffing our schools with effective teachers, educational leaders must do a better job of supporting these teachers early in their careers. One form of support we can improve is the teacher induction process. In combination with the book From First Year to First Rate, this book provides all of the material necessary to provide a comprehensive, systematic multi-year teacher induction program. Through reflective activities, teachers that participate in this program will establish proficiency with classroom management, professionalism, assessment and instruction.
Book Synopsis Study of Induction Programs for Beginning Teachers by :
Download or read book Study of Induction Programs for Beginning Teachers written by and published by . This book was released on 1980 with total page 512 pages. Available in PDF, EPUB and Kindle. Book excerpt:
