Help in Every Direction: Supporting Beginning Science Teachers in New Zealand

Britton, Edward; Raizen, Senta A.; Huntley, Mary Ann

doi:10.1007/978-94-010-0133-5_4

Cited by 5 publications

(11 citation statements)

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“…In fact, New Zealand is a world leader in funding induction training for provisionally registered teachers (novice teachers) in schools (Cameron et al, 2007). International literature has also reported its effectiveness in developing novice teachers (Britton et al, 2003b;Britton, 2006;Howe, 2006;Wong et al, 2005). Harmonious collaboration and colleague solidarity are key to this success (Howe, 2006).…”

Section: Aim and Importance Of The Researchmentioning

confidence: 99%

“…It is also common for German novices to be paired with a mentor from the same field, and, as in Türkiye, the mentors are selected by the school principal based on their experience and expertise (Richter et al, 2013). Mentors are assigned to novices from the same field as those in their school, as well as from the same field in the region in New Zealand (Britton et al, 2003b). Despite the fact that many studies confirm that experienced mentors from the same field are appointed to novices in other countries than Türkiye, Aitken et al (2008) provide evidence in their studies that mentors from different fields are appointed to novice teachers in New Zealand, especially in early childhood institutions, due to a shortage of induction-completed teachers.…”

Section: Mentoringmentioning

confidence: 99%

“…In light of the structure and activities of TRGs, it is possible to say that they are purely collaborative communities. Britton et al (2003b) found that novice teachers in New Zealand can receive support from a variety of sources, including heads of departments, buddy teachers, advice and guidance coordinators, and informal mentors. Similarly to China, collaboration is coming to the fore in New Zealand.…”

Section: Collaborationmentioning

confidence: 99%

“…According to some studies, novices in countries other than Türkiye are not always given free time as described above. A study in New Zealand showed that novice teachers' free time is so valued that it is not interfered with at all (Britton et al, 2003b). Clement (2000) states that 20% of the free time, or one day per week, is the maximum amount of free time available to novices in the country, which cannot even be applied uniformly.…”

Section: Free Timementioning

confidence: 99%

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A comparison of teacher induction systems in Türkiye, China, New Zealand, and Germany

Baran Kaya,

Baki

2023

JPR

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The purpose of this study is to compare Turkish novice teacher induction system with China, New Zealand, and Germany in terms of assignment to teaching, duration of induction, and opportunities provided in programs. Those countries selected are known to have the best practices for induction training. Despite their differing policies regarding novice teacher training, they provide novice teachers with many exemplary aspects of support. The comparison shows that collaboration activities are formalized in three countries, except Türkiye. While novice teachers in Türkiye have the same workload as experienced teachers, novices in the other three countries have a reduced workload and have more free time for education. A mentoring program is being conducted in all countries, including Türkiye. Türkiye has weekly seminars on liberal education topics, while the other three countries have mostly branchspecific seminars. The paper concludes with a discussion of the educational implications of the induction programs.

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Section: Aim and Importance Of The Researchmentioning

confidence: 99%

Section: Mentoringmentioning

confidence: 99%

Section: Collaborationmentioning

confidence: 99%

Section: Free Timementioning

confidence: 99%

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A comparison of teacher induction systems in Türkiye, China, New Zealand, and Germany

Baran Kaya,

Baki

2023

JPR

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“…None of them used only a single source and strategy (e.g., a mentoring-only program). For example, at every secondary school in New Zealand, the deputy principal was the overall coordinator of induction and convened all the schools' first-and second-year teachers biweekly in a discussion group (Britton, Raizen, & Huntley, 2003). Conversations focused on teacher-initiated needs but also a sequence of prepared topics about general aspects of teaching (e.g., classroom management, and principles and procedures for assigning course grades).…”

mentioning

confidence: 99%

Addressing the Mathematics-Specific Needs of Beginning Mathematics Teachers

Britton

2012

Teachers College Record: The Voice of Scholarship in Education

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Beginning mathematics teachers at the secondary level (middle and high school grades) have mathematics-specific needs that induction programs should address more substantially. However, a number of issues in how programs can accomplish this are more complex than often framed in discussions occurring in the induction programs and the field of teacher induction. These issues warrant a design process in which advantages and disadvantages are more carefully considered and in the context of local aims, opportunities, and constraints.This chapter draws from recent qualitative studies of nine mathematics-specific induction programs around the country and several more abroad. Half of the U.S. programs were created with support from the National Science Foundation to specifically serve mathematics novices; the other programs served beginning teachers of all subjects and grades and included program strategies focused on mathematics-specific needs of their beginning secondary teachers.This chapter illustrates particulars of the following issues and closes by noting their implications for policies on induction:• What are the mathematics-specific needs of beginning mathematics teachers? What experiments have induction programs recently conducted to address such needs?

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