Faculty induction program for newly recruited teachers of higher education: a case study

Mishra, Lokanath; Gupta, Tushar; Shree, Abha

doi:10.1080/13664530.2022.2027812

Cited by 6 publications

(2 citation statements)

References 24 publications

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“…Smith and Ingersoll (2004) also reported that induction programmes exerted a positive effect on the retention of new teachers. Similarly, Mishra, Gupta, and Shree (2022) reported that faculty members were benefi ted from attending a faculty induction programme as they learned about micro teaching, materials development, lesson plan preparation, taxonomy of Bloom, and constructivist teaching and learning. Then, Gilles et al (2018) found that novice teachers became teacher leaders with the help of induction programmes and their mentors.…”

Section: Locating the Gap For The Present Studymentioning

confidence: 99%

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

Rouf

2022

J NELTA

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This study aimed to explore the English language (EL) teachers’ induction phase in Bangladesh, focusing on the usual practices, challenges they face, and their expectations. Teachers’ induction phase is immensely signiﬁcant as they make a transition to the teaching profession. Following the qualitative phenomenological approach, qualitative data were collected from six (6) EL teachers working at the primary, secondary, and higher secondary levels across Bangladesh through interviews. The collected data were analysed using the thematic analysis framework as advocated by Braun and Clarke (2006). The key ﬁndings included a three-segment teacher recruitment mechanism, absence of pre-service teacher preparation and adequate initial training, varied initial experiences of teachers, no mentoring and observation, limited collaboration, and inadequate opportunity for professional development. Moreover, the ﬁndings also revealed that many such teachers are confused regarding their career because of discrepancies between pre-service perceptions and in-service actualities, lack of required support and resources for novice teachers, the signiﬁcance of teachers’ proactive role in induction, and their confusion about career planing.

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Section: Locating the Gap For The Present Studymentioning

confidence: 99%

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

Rouf

2022

J NELTA

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“…Many recent studies have mentioned the learning outcomes of learners when using LMS learning software such as Al-Busaidi [9], Mishra, Gupta [10], Firat [11], Chuenyindee, Montenegro [12]... or research on students' satisfaction when studying online by Vũ [13]. However, pointing out the factors that impact the learning effectiveness and learning outcomes of accounting and auditing students in developing countries is still limited.…”

Section: Introductionmentioning

confidence: 99%

Factors affecting learning effectiveness in the context of using learning management system (LMS): An empirical study at Universities in Vietnam

Trong Quang Vu,

Hien Thi Dao,

Hang Thi Lai

et al. 2024

Int. J. Sci. Res. Arch.

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Early studies have shown that more than 90% of universities in the United States and about 95% of training organizations in the UK have applied LMS in teaching and learning. In particular, with the impact of the COVID-19 pandemic, the implementation of online learning and teaching management platforms at universities worldwide, including in developing countries, has increased significantly. After COVID-19 was controlled, the need for online learning and teaching grew steadily with a strong increase in blended programs. In order to provide empirical results on factors affecting learning effectiveness in the context of using LMS - a leading online learning management platform, the study uses primary data collected from accounting and auditing students at universities in Vietnam. The findings show that software quality, instructor quality, ease of use, level of commitment, and learning frequency all have an impact on the learning performance and effectiveness of students. The results are the basis to help parties (training organizations, students, lecturers) apply LMS to improve the effectiveness of the learning and training process.

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The status of the teaching profession in Turkey: a case study about the Teaching Profession Act

Sezer,

Karabacak,

Can

2024

Teacher Development

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Faculty induction program for newly recruited teachers of higher education: a case study

Cited by 6 publications

References 24 publications

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

Factors affecting learning effectiveness in the context of using learning management system (LMS): An empirical study at Universities in Vietnam

The status of the teaching profession in Turkey: a case study about the Teaching Profession Act

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