Inducting New Teachers in Illinois: Challenge and Response

Brady, Patricia; Hebert, Lara; Barnish, Mary Elin; Kohmstedt, Jeff; Welsh, Hilarie; Clift, Renee

doi:10.1080/01626620.2011.620518

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…Since teacher quality is the most important factor in the teaching and learning process, induction must become widely accepted as a critical element in teacher education and development (Brady, Hebert, Barnish, Kohmstedt, & Welsh, 2011). Following this, the researchers concur with Killeavy (2006) that induction offers opportunities for new teachers to become habituated to learning from the beginning and to be afforded opportunities to consult and collaborate with their colleagues, therefore enabling them to engage collectively in the teaching profession.…”

Section: Induction Of Beginner Teachersmentioning

confidence: 89%

Induction of Women Beginner Teachers at Two South African Community Secondary Schools

Ngwira

Potokri

2019

PEC

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The quest of beginner teachers becoming experienced teachers remains a major issue within the educational terrain. Induction experience(s) of beginner teachers particularly women in selected community secondary schools in South Africa was the focus of this research. In this research, the problems that women beginner teachers face at some selected schools, as well as the types of induction programmes used to support them, as they grappled with the problems, were explored. A qualitative research approach involving semi-structured interviews and non-participant observation was used in the collection of the requisite data. A sample comprising two community secondary schools and four women beginner teachers were selected to take part in the research. To make meaning of the data which were collected, inductive analysis of the data was conducted. Communities of Practice was used as the theory that underpinned the research findings reported in this paper. Based on the data analysis and the communities of practice theory that served as the framework, the paper among other findings reports that induction programmes used in sampled/selected schools were highly ineffective in supporting the women beginner teachers to overcome the problems revealed. The research contributes to the body of knowledge on the lived experiences of beginner teachers at the beginning of their teaching career and provides recommendations on classroom management and dealing with ill-disciplined learners. Keywords: beginner teacher; community practice; education leadership; teachers’ induction; women teacher.

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Section: Induction Of Beginner Teachersmentioning

confidence: 89%

Induction of Women Beginner Teachers at Two South African Community Secondary Schools

Ngwira

Potokri

2019

PEC

View full text Add to dashboard Cite

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“…Actualmente se plantea que los programas de inducción docente deben centrarse en los aprendizajes de los alumnos, ya que han de facilitar el paso de la universidad a la escuela, así como el desarrollo profesional y la retención del profesorado principiante (Brady, Hebert, Barnish, Kohmstedt, Welsh, & Clift, 2011). De ahí que el diseño y desarrollo de los programas de inducción docente tienen que responder a las necesidades individuales del profesorado principiante y al contexto al que pertenece (Kearney, 2014) para poder facilitar la calidad de su práctica y, en consecuencia, mejorar la calidad de los aprendizaje de los estudiantes.…”

Section: Los Programas De Inducción Docenteunclassified

Inducción a la profesión docente: Los problemas de los profesores principiantes en la República Dominicana

Jáspez

Moreno

2019

EPAA

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This article presents the findings of an exploratory-descriptive study, with a quantitative-qualitative approach, whose objective was to identify and describe the problems faced by beginner teachers who participated in a teaching induction program (INDUCTIO) in the Dominican Republic. Two ad hoc questionnaires were designed and applied to 363 beginning teachers and 45 mentors respectively. Likewise, two focus groups were developed, one with twelve beginning teachers and the other with ten mentors. The findings reflect that management of discipline issues, motivation and the response to students´ individual differences are the problems most faced by beginning teachers. The perception of these problems meaningfully improves after remaining in the program for five months. Furthermore, significant differences are detected regarding the problems identified at the beginning of the program by both novice teachers and mentors. Similarly, significant differences were observed in relation to the problems that the two groups refer to have overcome.

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Inducting New Teachers in Illinois: Challenge and Response

Cited by 2 publications

References 8 publications

Induction of Women Beginner Teachers at Two South African Community Secondary Schools

Induction of Women Beginner Teachers at Two South African Community Secondary Schools

Inducción a la profesión docente: Los problemas de los profesores principiantes en la República Dominicana

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