Connecting Teacher Preparation to Teacher Induction

Bastian, Kevin C.; Marks, Julie T.

doi:10.3102/0002831217690517

Cited by 58 publications

(16 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teacher education programs are found to be critical in preparing teacher candidates for the profession and in extending support for new teachers into the induction years (Bastian & Marks, 2017). Extensive teacher preparation is significantly correlated with novices' self-efficacy, their focus on student learning, and retention (Tricarico, et al, 2015).…”

Section: At the Level Of Teacher Education: Novice-teachers' Professi...mentioning

confidence: 99%

Stop the Teaching Profession Eating its Young: Invest in Research on Novice Teachers

Admiraal

2022

The European Educational Researcher

View full text Add to dashboard Cite

Section: At the Level Of Teacher Education: Novice-teachers' Professi...mentioning

confidence: 99%

Stop the Teaching Profession Eating its Young: Invest in Research on Novice Teachers

Admiraal

2022

The European Educational Researcher

View full text Add to dashboard Cite

“…Sass (2015) found in a longitudinal study of archival categorical data that alternative licensure teachers possess stronger content knowledge than their peers who were prepared from a traditional pathway. Conversely, teachers prepared by the traditional pre-service university-based programs tend to be stronger in pedagogical methods than their alternative licensure counterparts (Bastian & Marks, 2017;Pritchard, 2017).…”

Section: Educator Preparationmentioning

confidence: 99%

Teacher Residency as Alternative Pathway to Licensure

Zugelder

L’Esperance

Anderson

et al. 2021

JEI

View full text Add to dashboard Cite

Teacher residencies have been an ongoing discussion in the educator preparation world for nearly a decade. This paper describes a promising practice in program design at a university that offers alternative pathways to licensure to meet the demands of school districts, especially in economically disadvantaged communities in one region of the United States. The one-year residency model was developed to address the teacher shortage in a state with growing teacher attrition. Aligned with recent legislation that created a residency license, a traditional educator preparation program examined its strengths and incorporated the most critical needs for novice teacher success to offer a one-year teacher residency as an alternative pathway. The residency model was co-constructed with school district personnel and teacher education faculty to focus on the most critical dimensions of teaching that include planning, instruction, and assessment. After one year, the feedback from school district personnel included high favor for readiness to teach. Residency candidates reported increased self-efficacy. The residency program has implications for future research and potential replication at other institutions of higher education.

show abstract

“…The issue of teacher education and induction has long been studied by researchers and practitioners. Various aspects of novice teachers' work were discussed in the works of Kuzmina (1995), Zeichner & Gore (1989), Bastian & Marks (2017). However, this issue is far from being a priority within the current field of education and psychology despite being important in today's context.…”

Section: The Importance Of the Issuementioning

confidence: 99%

Developing an effective beginning teacher support system for modern schools

Garipov¹

2019

R SAN

View full text Add to dashboard Cite

In today's context when the paradigm of education is shifting it is becoming apparent that there is a need for the new requirements for teacher education and novice teachers' competence. It is becoming particularly important for teachers to be mobile, flexible, able to adapt to social changes, prepared for constant development and innovative challenges, capable of being achievement-oriented and demanding towards one's own reflective, intellectual, ICT and communication competencies. This article provides an insight into novice teachers' professional adaptation that takes place during their induction. Moreover, we highlight the main psychological and pedagogical difficulties that novice teachers face. Along with that we present the main forms of support for novice teachers. The main goal of this study is to provide novice teachers with necessary support facilitate their further professional development, promote their self-realization and professional ambitiousness. Our literature review showed that this issue has been in the center of attention of various scientific schools. Within this article we develop the following aspects: creating conditions for successful novice teachers' adaptation, identifying novice teachers' professional problems and developing the ways to prevent these problems in their future work, facilitating novice teachers' engagement in all spheres of school life, supporting their development as creative and unique individuals, encouraging their professional thinking and preparedness for innovation and modernization. All in all our study demonstrated the importance of the issue and all aspects related to novice teachers' adaptation in today's schools.

show abstract

Connecting Teacher Preparation to Teacher Induction

Cited by 58 publications

References 43 publications

Stop the Teaching Profession Eating its Young: Invest in Research on Novice Teachers

Stop the Teaching Profession Eating its Young: Invest in Research on Novice Teachers

Teacher Residency as Alternative Pathway to Licensure

Developing an effective beginning teacher support system for modern schools

Contact Info

Product

Resources

About