The Teacher Induction Scheme (TIS) in Scotland: Adoption, Evolution, Revolution

2021 ◽  
pp. 51-65
Author(s):  
Margery McMahon
Keyword(s):  
Teacher Induction ◽  
Induction Scheme

Beginning teacher induction program for technology integration in CLIL

2020 ◽  
Vol 3 (4) ◽  
pp. 22-33
Author(s):  
Thooptong Kwangsawad
Keyword(s):  
Technology Integration ◽  
Beginning Teachers ◽  
Teacher Induction ◽  
Qualitative Data ◽  
Beginning Teacher ◽  
Lesson Plans ◽  
Video Observation ◽  
Induction Program ◽  
Beginning Teacher Induction ◽  
Almost All

Beginning teacher induction is a transition from pre-service teacher preparation to teaching professional which brings a shift in a role orientation and an epistemological move from knowing about teaching through formal study to knowing how to teach by facing daily teaching challenges. This paper deals with the implementation and evaluation of beginning teacher induction programs for technology integration in Content and Language Integrated Learning (CLIL) for 24 beginning teachers from the northeastern region in Thailand. Both quantitative and qualitative data were collected. Quantitative data were collected from the assessment of the lesson plans and implementation of the lesson plans then analyzed using mean and standard deviation. Qualitative data were collected from three sources: (1) written logs by the participants, (2) data from video observation by the researcher, and (3) field notes by the researcher. Findings from the assessment of the lesson plans and implementation of the lesson plans were at a low level. Almost all participants reported having difficulties in technology integration in CLIL.

Missed Opportunity: How Induction Policy Fails to Explicitly Address English Learner-Classified Students

2021 ◽  
pp. 002248712110000
Author(s):  
Lucrecia Santibañez ◽  
Christine Snyder ◽  
Danielle Centeno
Keyword(s):  
Teacher Induction ◽  
Language Proficiency ◽  
Teaching Skills ◽  
English Learner ◽  
Knowledge And Skills ◽  
Teaching Knowledge ◽  
Classified Students ◽  
Specific Teaching ◽  
Missed Opportunity

English Learner-classified (ELC) students are one of the nation’s most marginalized student populations. One promising but understudied strategy to strengthen teaching of ELC students is teacher induction. This article examines the role of teacher induction in strengthening novice teachers’ EL-specific teaching knowledge and skills. Through a detailed analysis of induction in California, we find that the state has little external assurance that teachers who have undergone induction can meet ELC students’ unique and diverse needs. California’s decentralized, flexible, teacher-led induction may support teachers’ development of general teaching skills, but misses an opportunity to support teachers in an area where many of them struggle. The study raises other problematic issues around mentoring for equity such as monolithic views of ELC students, lack of timely and actionable information about language proficiency, and lack of guidance as to what constitutes acceptable evidence of competency teaching ELC students.

scholarly journals NOTES ON BOUNDED INDUCTION FOR THE COMPOSITIONAL TRUTH PREDICATE

2017 ◽  
Vol 10 (3) ◽  
pp. 455-480 ◽  
Author(s):  
BARTOSZ WCISŁO ◽  
MATEUSZ ŁEŁYK
Keyword(s):  
Reflection Principle ◽  
Peano Arithmetic ◽  
Truth Predicate ◽  
Base Theory ◽  
Modified Theory ◽  
Induction Scheme

AbstractWe prove that the theory of the extensional compositional truth predicate for the language of arithmetic with Δ0-induction scheme for the truth predicate and the full arithmetical induction scheme is not conservative over Peano Arithmetic. In addition, we show that a slightly modified theory of truth actually proves the global reflection principle over the base theory.

Does New Teacher Induction Really Improve Retention?

2017 ◽  
Vol 68 (4) ◽  
pp. 394-410 ◽  
Author(s):  
Matthew Ronfeldt ◽  
Kiel McQueen
Keyword(s):  
Teacher Induction ◽  
Teacher Turnover ◽  
Beginning Teacher ◽  
New Teacher ◽  
Early Career ◽  
First Year ◽  
Induction Programs ◽  
New Teacher Induction ◽  
Nationally Representative ◽  
Policy Trend

Policymakers have increasingly worked to combat teacher turnover by implementing induction programs for early-career teachers. Yet the existing evidence for the effects of induction on turnover is mixed. Drawing on data from the three most recent administrations of the Schools and Staffing and Teacher Follow-Up Surveys, as well as the Beginning Teacher Longitudinal Study, this study investigates whether different kinds of induction supports predict teacher turnover among nationally representative samples of first-year teachers. We find that receiving induction supports in the first year predicts less teacher migration and attrition, suggesting that using induction to reduce new teacher turnover is a promising policy trend. We also find that levels of induction support are fairly constant for different kinds of teachers and teachers in different kinds of schools. The exceptions are that teachers who are Black and who work in schools with more students who speak English as a second language report higher levels of induction supports.

scholarly journals Principal Leadership in New Teacher Induction: Becoming Agents of Change

2008 ◽  
Vol 3 (2) ◽  
Author(s):  
Finney Cherian ◽  
Yvette Daniel
Keyword(s):  
Communities Of Practice ◽  
Teacher Induction ◽  
Principal Leadership ◽  
School Principals ◽  
New Teacher ◽  
Small Scale ◽  
Bolman And Deal ◽  
New Teacher Induction ◽  
Agents Of Change

This small-scale pilot study investigated the role of school principals in the induction of new teachers in Ontario, Canada. Building upon the theoretical framework of Bolman and Deal (2002), as well as interviews, document analysis, and review of extant literature, the following findings were established: (a) Principals expressed that the educative mentorship of novices requires the engagement of the entire school community; and (b) Principals, veterans, and novices saw teaching as an intellectual, moral, and political endeavor that required their collective involvement. We suggest that principals employ the notion of “communities of practice” to instill a culture of support for new teacher induction.

scholarly journals Development of Novice Teacher Induction Program Model in Sleman Regency, Indonesia

2019 ◽  
Author(s):  
Maria Dominika Niron ◽  
Lia Yuliana ◽  
Pandit Isbianti ◽  
Baiquni Rahmat
Keyword(s):  
Data Analysis ◽  
Primary School ◽  
Teacher Induction ◽  
Novice Teacher ◽  
Needs Analysis ◽  
Design Stage ◽  
Program Model ◽  
Implementation Phase ◽  
Induction Program ◽  
Product Forms

The study aims to identify and develop Novice Teacher Induction Program Model in SlemanRegency,Indonesia.ThisstudyusedthemethodofResearchandDevelopment BorgandGall.Inthisstudy,ResearchandDevelopmentwassimplifiedintofourstages from ten steps, namely: (1) the preliminary stage which is the initial research stage and gathering information about the implementation of Primary School Novice Teacher Induction Program (PIGP), (2) planning of Primary School Novice Teacher Induction Program (PIGP) as the development of initial product forms, (3) testing, evaluation and revision stages through assessment of model and product feasibility and limited testing, and (4) implementation phase of Novice Teacher Induction Program (PIGP) for Primary school. The data collection techniques used include: (1) Focus Group Discussion (FGD), (2) observation, (3) interviews, and (4) documentation studies. Next, quantitative and qualitative data analysis were used as data analysis techniques in this research. The study revealed that the development of Novice Teacher Induction Program (PIGP) was carried out in four stages: 1) the stage of designing the model and design, 2) expert validation, 3) testing, and 4) program implementation. At the design stage, the model is designed based on the results of the study and needs analysis of the PIPG model. Based on the results of the needs analysis, the school has a variety of mentoring techniques for novice teachers. However, in general the guidance of the learning process or counseling is carried out by the principal and senior teacher.

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