The First Years of Teaching: Disparities in Perceptions of Support

Andrews, Shirley; Gilbert, Linda S.; Martin, Ellice P.

doi:10.1080/01626620.2007.10463424

Cited by 55 publications

(35 citation statements)

References 6 publications

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“…In fact, lack of support in this transition has been identified as a leading factor that causes beginning teachers to leave the profession at high rates early in their careers (Andrews, Gilbert, & Martin, 2006). Wilkins and Clift (2006) report that the teacher attrition problem is epidemic as districts across the county invest significant time and money to recruit and train over 500,000 new teachers every year, only to lose 30% -50% of them within the first five years.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…In 2003 the National Commission on Teaching and America's Future stated beginning teachers need a strong residency and induction support in order to be successful in any school setting, yet three years later research shows lack of support is often cited as the main reason why teachers leave the profession too early (Andrews et al, 2006). The stories of the beginning teachers in the RI program demonstrate that coaching was an important part of their development and retention.…”

Section: Chapter Summarymentioning

confidence: 99%

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Teachers' Experiences of Induction: A Narrative Retrospective Inquiry

Clark¹

2017

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It is well established that beginning teachers need support to bridge the gap from college teacher preparation to the classroom setting (Fletcher & Strong, 2009; Wong, 2003). In fact, lack of support in this transition has been identified as a leading factor that causes beginning teachers to leave the profession at high rates early in their careers (Andrews, Gilbert & Martin, 2006). Research suggests that coaching is an effective way to support beginning teacher’s learning (Ingersoll & Strong, 2011). The purpose of this qualitative research is to tell the lived experiences of nine teachers who took part of in a statewide induction coaching program. Using narrative inquiry methodology with semi-structured interviews, the study sought to gain the individual stories of past beginning teachers who worked with an induction coach, identify common themes across beginning teachers’ narratives, and to understand what their retrospective stories tell us about working with their induction coach. Four main implications of the findings include the needs of beginning teachers in the field, phases of coaching in reaction to the needs of beginning teachers, qualities of an induction coach, and the need for coaches to mediate the identities of the beginning teacher.

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: Chapter Summarymentioning

confidence: 99%

Teachers' Experiences of Induction: A Narrative Retrospective Inquiry

Clark¹

2017

Preprint

View full text Add to dashboard Cite

show abstract

“…Research differs on what constitutes an effective induction experience. However, most agree that induction support for beginning teachers should include a mentoring component, time for collaboration with peers, administrative support, and ongoing professional development within a professional school culture (Algozzine et al, 2007;Andrews, Gilbert & Martin, 2006;Billingsley, 2004a;Gehrke & McCoy, 2007;Kelley, 2004;Whitaker, 2000;White & Mason, 2006;Wong, 2004). The special education retention research shows that the work environment is important to teachers' job satisfaction and subsequent retention (Billingsley, 2004b).…”

Section: Induction Research In Special Educationmentioning

confidence: 99%

“…Studies have found that the quality of the mentoring component of induction is largely based on the quality of the mentor (Andrews et al, 2006). Additionally, beginning special educators report that having a mentor that also teaches in the field of special education is vital, even if the mentor is assigned to a different school site (Whitaker, 2000).…”

Section: Mentoring As Inductionmentioning

confidence: 99%

“…[IDEA]), has placed greater focus on the need to develop and retain quality teachers in the field of special education (Gehrke & McCoy, 2007). The mandates set forth by NCLB and IDEA require schools to employ highly qualified teachers for each classroom (Andrews, Gilbert, & Martin, 2006). For special education, this means that teachers are required to be experts in the field of special education as well as to demonstrate competence in the subject areas that they teach (White & Mason, 2006).…”

Section: Introductionmentioning

confidence: 99%

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