scholarly journals “Breaking Good”: Mentoring for Teacher Induction at the Workplace

2021 ◽  
Vol 25 (2) ◽  
pp. 27-51
Author(s):  
Lily Orland Barak
Keyword(s):  
Developmental Stage ◽  
Knowledge Base ◽  
Teacher Induction ◽  
Novice Teachers ◽  
Subject Matter ◽  
Belief Systems ◽  
Complex Character ◽  
And Behaviors ◽  
Cultural Features

Given the dissonant and complex character of induction for novices at the workplace, I propose a conception of mentoring that focuses on mitigating misalignments between novices’ developmental stage and the socializing characteristics and pressures of workplace induction. Drawing on extant research and conceptualization, including my own research on mentoring for teacher induction, this article addresses three interrelated questions: What are the central tasks of mentors in promoting effective induction of novice teachers at the workplace? What do mentors need to know in order to perform these tasks?  What kind of professional frameworks for learning to mentor?  I claim that in order to help novices ‘break good from experience’, as the title metaphorically suggests, mentors need to be prepared to flexibly adapt strategies from diverse mentoring models according to the particular socio-cultural features of induction of novices’ workplace and to aspects of subject matter teaching. Such kind of mentoring is, thus, attentive to discursive tensions between ideologies, rituals, values, belief systems and behaviors that surge amongst the various players involved. The article describes the central tasks for mentors of novice teachers, the knowledge-base required of mentors in order to perform these tasks and the kind of professional frameworks for learning to mentor.

Antibiotic-Use Screening Evaluations (ABUSE) for Physicians and Patients: Featuring Prizes and Penalties for Physicians

2000 ◽  
Vol 21 (12) ◽  
pp. 796-799
Author(s):  
Ludwig A. Lettau
Keyword(s):  
United States ◽  
Knowledge Base ◽  
Antibiotic Use ◽  
The United States ◽  
And Behaviors

The excessive use of antibiotics in the United States has been well documented and is a result of the knowledge base and behaviors of not only prescribing physicians but also patients and caregivers. An antibiotic-use screening evaluation (ABUSE) was developed for each group to promote better awareness among all parties as to ways that they may be overusing antibiotics. The ABUSE questionnaires also serve as tools for confidential self-scoring evaluation of the extent of personal antibiotic misuse.

Accelerating Teacher Effectiveness: Lessons Learned from Two Decades of New Teacher Induction

2009 ◽  
Vol 91 (2) ◽  
pp. 14-21 ◽  
Author(s):  
Ellen Moir
Keyword(s):  
Teacher Induction ◽  
Novice Teachers ◽  
Teacher Effectiveness ◽  
Veteran Teachers ◽  
New Teacher ◽  
Lessons Learned ◽  
Induction Programs ◽  
New Teacher Induction

The best induction programs blend support for novice teachers with expertise from veteran teachers, creating collegial groups that benefit all teachers and all students.

scholarly journals A Content Analysis of Images of Novice Teacher Induction: First-Semester Themes

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Jennifer R Curry ◽  
Angela W Webb ◽  
Samantha J Latham
Keyword(s):  
Content Analysis ◽  
Teacher Induction ◽  
Novice Teachers ◽  
School Environment ◽  
Novice Teacher ◽  
Professional Support ◽  
Education Quality ◽  
Certification Program ◽  
First Semester ◽  
Teachers Experiences

The powerful nature of novice teachers’ experiences in their first years of teaching has been well documented. However, the variance in novices’ initial immersion in the school environment is largely dependent on perceived personal and professional support as well as the environmental inducements that lend to novice teachers’ success in the classroom. For the purposes of this study, 72 participating novices, who were participants in an alternative certification program, drew representations of their current teaching environments. Of the 72 initial participants’ pictures, 58 were used in this content analysis. The interrater analysis involving multiple documentation of codes between and among researches, revealed five themes from the novices’ pictures: (a) concerns about students, (b) overwhelmed and struggling, (c) relationships with others, (d) concerns about education quality and excessive accountability, and (e) issues with administration. Implications are provided.

scholarly journals Gross pathological diagnosis of pygomelia in association with other anomalies in a 3-week old Chick-layer

2020 ◽  
pp. 65-69
Keyword(s):  
Knowledge Base ◽  
Body Condition ◽  
Clinical Examination ◽  
Subject Matter ◽  
Morphological Changes ◽  
Present Report ◽  
Control Measures ◽  
Post Mortem ◽  
Associated Anomalies ◽  
The Subject

Malformations may be found in chickens with or without fatal consequences depending upon the nature of such anomalies and their ability to interfere with the normal physiology of affected birds. The present report aimed to document a case of polymelia in general, and pygomelia in particular, in association with other anomalies in a 3-week old Chick-layer. A post-mortem examination was carried out on the Chick-layer immediately following death from wild rat’s attack in a make-shift metal isolation pen while awaiting clinical examination. Although the Chick-layer looked slightly smaller than its peers on the average, it was in a fair body condition. The Chick-layer had a pasted vent. It also had a pair of legs attached to the pelvis beneath the left side of its coccygeal vertebrae, which displaced the cloaca laterally to its right. We did not observe visible gross morphological changes in visceral organs. However, the Chick-layer had a dilated and impacted rectum/cloaca with three ceca. Based on the available literature, this is the first report of pygomelia with these peculiar types of associated cecal and rectal anomalies in a Chick-layer. The continuous documentation of the various forms of this condition with their associated anomalies will enrich our knowledge base in the subject matter for a better understanding of the triggers, pathogenesis, management, and the prevention/control measures against these developmental anomalies in affected birds.

scholarly journals Exploring Mandarin Chinese Teacher's Knowledge Base in China and the US: A Comparative Case Study

2020 ◽  
Author(s):  
Moi Mooi Lew ◽  
Liu Liu
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Knowledge Base ◽  
Mandarin Chinese ◽  
Education Program ◽  
Subject Matter ◽  
Procedural Knowledge ◽  
Teacher Education Program ◽  
Subject Matter Knowledge ◽  
The Us

Abstract This study aimed to explore Mandarin Chinese teachers’ knowledge base in two different sociocultural contexts by comparing graduate level’s Teaching Chinese As a Foreign Language (TCFL) teacher education program curricula in China and the United States. The unit of analysis included four TCFL teacher education programs in both countries. The program curricula were analyzed based on three domains of knowledge, i.e., subject matter knowledge, procedural knowledge, and contextual knowledge. The comparative study results revealed that both countries focus on different domains of knowledge. China emphasis subject matters knowledge and the US focuses more on procedural knowledge. This study suggested that the TCFL teacher education program curricula in China should modify to focus more on the processes of Chinese second language teaching. The findings also asserted that the US’s TCFL teacher education curricula should focus more on the Chinese language subject matter knowledge so that graduates possess in-depth content knowledge to handle students’ misconceptions in second language acquisition. Mandarin Chinese teachers in both countries possess different domains of knowledge.

scholarly journals Teacher Induction Program: First Experience in Turkey

2018 ◽  
Vol 11 (6) ◽  
pp. 99
Author(s):  
Fatma COBANOGLU ◽  
Zeynep Ayvaz-Tuncel
Keyword(s):  
Beginning Teachers ◽  
Teacher Induction ◽  
Novice Teachers ◽  
Practical Experience ◽  
Goal Achievement ◽  
Induction Programs ◽  
Induction Program ◽  
Teacher Induction Programs ◽  
Questionnaire Form

Perspectives on beginning teachers’ possible problems and their reasons force many of the countries to develop teacher induction programs. Teacher induction programs are extensive, consistent and ongoing professional processes aiming to train, support, and protect novice teachers. In Turkey, the process of “teacher induction program” which has been initiated in 2016 is a regulation to train novice teachers for six months. The rationale of the program for the novice teachers is to have more practical experience and in turn to teach effectively in their classrooms. As each new regulation can be accompanied by some obscurities, scientific research will serve to increase the quality of the processes and practices in teacher induction programs. In this sense, the current research aims to determine the views of 357 novice teachers on the goal achievement of the teacher induction program. A questionnaire form was developed to collect the data consisting of 43 questions one of which is an open-ended question. Results suggested that preservice education and teacher induction program have similar contributions in regard to the goal achievement of the teacher induction program. Moreover, considering the process as a whole, the mentor has an important role in the development of novice teachers.

Empowering Novice Teachers Through Blended Feedback

2018 ◽  
pp. 112-142
Author(s):  
Burtay Hatice İnce
Keyword(s):  
Teacher Induction ◽  
Novice Teachers ◽  
Teacher Attrition ◽  
Lesson Plan ◽  
Peer Feedback ◽  
Teaching Experience ◽  
Quality Feedback ◽  
Service Period ◽  
Induction Process ◽  
The Impact

There have been high rates of increase in teacher attrition, especially during the first years of teaching. Novice teachers experience high levels of stress, disappointment, and challenges in the classroom due to lack of teaching experience. This chapter highlights the impact of feedback. It is believed that high-quality feedback coming from various sources during the initial years of teaching can significantly impact teacher retention by developing collegiality among teachers and providing the essential support novice teachers need. A background for the role of peer feedback in teacher education and the importance of its quality are explained, peer coaching and its benefits are clarified, the relationship between peer feedback and teacher efficacy are provided together with a brief information about teacher induction process in Turkish context. A model that employs different sources of feedback is suggested to empower teachers during pre-service, induction, and in-service period. An example peer feedback training lesson plan with worksheets is also provided.

scholarly journals Distributed Leadership in Context: Teacher Leaders’ Contributions to Novice Teacher Induction

2019 ◽  
Vol 29 (1) ◽  
pp. 54-83 ◽  
Author(s):  
Anika Ball Anthony ◽  
Belinda G. Gimbert ◽  
Jeremy B. Luke ◽  
Marie Hoffman Hurt
Keyword(s):  
School Improvement ◽  
Teacher Induction ◽  
Novice Teachers ◽  
Distributed Leadership ◽  
Teacher Leaders ◽  
Rank Order ◽  
Mentor Teachers ◽  
Principal Support ◽  
Preparation Programs ◽  
Induction Program

Research has affirmed the importance of principals and mentors in supporting novice teachers; however, little is known about how teacher leaders contribute to this work. We employed a mixed methods design to examine teacher leaders’ contributions to induction by surveying principals, teachers, and other staff ( n = 246) and interviewing teacher leaders ( n = 8). We analyzed data using rank-order and constant comparative analyses. Teacher induction tasks were distributed across teacher leaders, principals, mentor teachers, and other positions. Teacher leaders primarily contributed to professional development and promoting collaboration. They mediated support from colleagues by advancing principal-initiated structures for collaboration, referring novice teachers to experienced teachers, requesting principal support, and recommending induction program improvements. Findings have implications for how leader preparation programs and central office supervisors prepare and support principals and teacher leaders with communicating responsibilities, monitoring workloads, and coordinating distributed leadership for school improvement, particularly in the context of supporting novice teachers.

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