Assessment of Induction to Teaching Program: Opinions of Novice Teachers, Mentors, School Administrators

Abstract

This research aimed at evaluating Induction to teaching Program according to the opinions of novice teachers, mentors and administrators is a qualitative research carried out in the pattern of phenomenology. The data of the study were collected through semi-structured interviews with 40 novice teachers, 43 mentors and 5 school administrators. Content analysis was done in the analysis of the data. As a result of the research, it was concluded that an information meeting was held at the beginning of the training program but it was inadequate, that the mentors were not volunteers, that they were more planned and programmed compared to the teaching practice received during the undergraduate education, that it was taken more serious, that performing the induction to teaching program at the place appointed had advantages, and that there are several issues caused by the novice teacher, mentor and the process. For the continuity of the application, proposals such as reducing the number of forms filled in the process, ensuring volunteerism in mentors, supervision of the interaction between the novice teacher and mentor, performing the processes at the place to which they are appointed were developed.

Student Teachers' Perceptions toward Elementary Education Student Teaching Program in the Philippines

“…From the teacher education institution and the partner school for their practicum experiences. Relative to these observations was the study of Aktas [53] where it was mentioned that there is a need for mentors to be proactive and that there is a genuine supervision of the interaction between the novice teacher and the teacher-supervisor. In essence, a future teacher should be updated professionally, personally and must be rightfully motivated, and at the same time, be committed to the multiple tasks assigned to him/her and execute his/her responsibilities effectively and efficiently [54].…”

Navigating Uncertainty: Teachers’ Insights on Their Preservice Training and Its Influence on Self-Efficacy during the COVID-19 Pandemic

“…However, a research gap persists regarding teachers' sense of self-efficacy in the face of the intricate situations arising from the pandemic and the contributing factors influencing this sense [3]. This current study aims to address this gap by adopting a research approach derived from retrospective observation [4,5]. This approach mediates by providing a layered depiction of the evolving sense of self-efficacy tested in times of crisis [6].…”

Empezar con buen pie Experiencias de programas de inducción y acompañamiento a docentes de nuevo ingreso

“…La valoración retrospectiva de programas de inducción viene siendo habitual en la literatura especializada (Aktaş, 2018). En 2003 Davis y Waite realizaron el seguimiento del Teacher Fellows Program (TFP), un programa de inducción para profesores principiantes del suroeste de Estados Unidos, que llevaba funcionando desde 1994.…”