scholarly journals The Influence of School Context Factors on the Induction Support as Perceived by Newly Qualified Teachers

2021 ◽  
Vol 6 ◽  
Author(s):  
Marieke Van der Pers ◽  
Michelle Helms-Lorenz
Keyword(s):  
Professional Development ◽  
Beginning Teachers ◽  
School Context ◽  
Professional Development Schools ◽  
Teaching Staff ◽  
Predictive Values ◽  
Qualified Teachers ◽  
Induction Program ◽  
Development Plans ◽  
School Differences

This study explores the relationship between school demographic characteristics and the amount of provided induction activities, as perceived by beginning teachers (BTs), with special attention for Professional Development Schools and non-Professional Development Schools. The aim is to provide information that is useful to improve induction arrangements to particular school contexts. Data were collected in a Dutch national induction program in which qualified BTs are supported in their first 3 years of professional practice. The support monitor measures multiple induction activities with regard to the implementation of workload reduction, school enculturation, professional development plans and lessons support. 1,670 BTs working in 195 schools reported on these activities. Linear regression analyses revealed that less induction activities were associated with schools with multiple locations, more enrolled students and number of BTs employed, and with schools with older male teaching staff. No significant differences were found between the amount of support perceived by BTs in PDSs and non-PDSs. Yet school characteristics revealed stronger predictive values for the amount of support provided in non-PDS settings. These insights are relevant for mapping school differences in induction arrangements in order to enhance the equity of support across schools to assure the development of teaching skills of BTs.

Complexities Involved in Mentoring toward a High-Leverage Practice in the Induction Years

2013 ◽  
Vol 115 (10) ◽  
pp. 1-34
Author(s):  
Randi N. Stanulis ◽  
Susan K. Brondyk
Keyword(s):  
Professional Development ◽  
Beginning Teachers ◽  
Teacher Development ◽  
School Context ◽  
Essential Element ◽  
Beginning Teacher ◽  
Study Data ◽  
Descriptive Case Study ◽  
Activity Settings ◽  
The Impact

Background/Context For years mentoring has been promoted as an essential element of effective induction programs. Since research reports of the impact of mentoring have been uneven, it is critical to closely examine the complex aspects that could affect the ways teachers enact ideas into the practice of mentoring. This study is about mentor teacher learning that supports beginning teacher development. This research examines two teachers as they learned to mentor toward a targeted practice of helping novices lead discussions. Purpose The purpose of this research is to understand features of complexity that could influence how two induction mentors in the same district, and who participated in the same university-based professional development enacted the ideas and practices in different ways. The mentoring professional development targeted the high-leverage practice of helping beginning teachers learn to lead classroom discussions. Specifically, we examine features of the activity settings that influenced how two mentors enacted their work. We explore the question, why are two mentor teachers, who are experiencing the same professional development and scaffolded learning opportunities, enacting their practice differently? Research Design In this longitudinal descriptive case study, data from two mentors’ work with beginning teachers collected over a two-year period, revealed variations in the ways that these mentors talked about and used new ideas. Activity theory provided a lens to examine mentor cases to see how individual and contextual factors related to identity and authority intersected and influenced mentors’ learning and the implementation of a new practice. Key features of activity settings used to analyze data are that they have histories, are goal-oriented, and involve culturally shared language and tools linked to issues of identity and authority. Conclusions/Recommendations Understanding ways in which two mentors implemented a new practice in their school context revealed complexities in learning to mentor in ways that may shift the way we think about preparing mentors. We suggest that identity and authority influenced role enactment. Two issues emerge from these cases that have implications for professional development providers, educators and researchers: (a) mentor learning and growing authority in promoting reform-based practices, and (b) preparing mentors for a more powerful role in enacting reform-oriented practices in schools.

scholarly journals Support for Beginning Teachers: An Invitation to Participate in a Collaborative Induction Process

2006 ◽  
Vol 3 (2) ◽  
Author(s):  
Lorenzo Cherubini ◽  
Deirdre Smith
Keyword(s):  
Professional Development ◽  
Beginning Teachers ◽  
Teacher Induction ◽  
Beginning Teacher ◽  
Induction Programs ◽  
Experienced Teacher ◽  
New Teacher Induction ◽  
Induction Program ◽  
Induction Process ◽  
Induction Practices

There is certainly no diminution of interest in teacher induction in the province of Ontario, Canada. Education Minister Gerard Kennedy has launched a concerted effort to implement the New Teacher Induction Program (NTIP) consisting of contextually relevant professional development opportunities for beginning teachers, an experienced teacher to serve as mentor, and school and district orientation sessions. The Minister has also proposed legislation that will streamline beginning teacher evaluation and formally credit participants for their successful completion of the program to be recorded on the Certificate of Qualification issued by the Ontario College of Teachers. The recently released NTI P Program Guideline (March, 2006) states that induction programs "will build on the faculty year experience by providing another full year of professional support” through the partnership among beginning teachers, mentors, principals, superintendents of the NTIP" etc. (pp. 3 & 4). The above measures underpin the Ministry’s initiatives to work collaboratively with education stakeholders and operationalize more pragmatic and efficient professional development initiatives to improve teacher induction practices in order to improve student learning .

scholarly journals Professores iniciantes de educação física: experiências da formação inicial

2019 ◽  
Vol 17 (1) ◽  
pp. 97-107
Author(s):  
Graciele Stolarski ◽  
Arestides Pereira da Silva Junior ◽  
Alvori Ahlert ◽  
Adelar Aparecido Sampaio
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Beginning Teachers ◽  
School Context ◽  
Physical Education Teachers ◽  
Positive Perception ◽  
Educational Training ◽  
Treatment Results ◽  
Pedagogical Training ◽  
Teachers Experiences

Objetivo: Apresentar as vivências da formação inicial de professores iniciantes de Educação Física. Métodos: O estudo é de cunho qualitativo, de caráter descritivo com abordagem e delineamento transversal, no qual participaram seis professores de Educação Física iniciantes na carreira. Como instrumento de coleta, utilizou-se a entrevista semiestruturada, com tratamento de análise de conteúdo. Resultados: Os principais resultados mostram a valorização das disciplinas de formação educacional e estágio curricular supervisionado, discrepâncias entre formação e contexto escolar e as influências das situações adversas como elementos desafiadores no início da docência. A motivação e o desejo de permanecer na profissão revelam elementos de percepção positiva de eficácia profissional. Conclusão: Conclui-se que os professores de Educação Física iniciantes sentem-se motivados para docência, embora a vivência desafiadora do choque com a realidade. Sugere-se o apoio à inserção na carreira, bem como para a permanência na profissão.ABSTRACT. Novice physical education teachers: experiences in initial teaching education. Objective: To present the experiences and living, graduating experiences contributions of the initial academic formation and experiences of professional development of six beginning teachers, graduating from a Physical Education course. Methods: The study has a qualitative character of descriptive way with approach and transversal design. An interview was used in data collection, with content analysis treatment. Results: The main results show the appreciation of the disciplines of educational training and pedagogical training, discrepancies between training and school context and the influence of adverse situations as challenging elements at the beginning of teaching. The motivation and desire to remain in the profession reveal elements of positive perception of professional effectiveness. Conclusion: It is concluded that teachers perceive as meaningful the experiences of academic life, feel motivated to teach, although the challenge of experiencing the shock of reality. We suggest the approximation of the initial formation with the context of the teaching, the pedagogical support at the beginning of the career with the objective of contributing to the professional development in a continuous sense.

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.

Teacher Education: study on professional development in Productions published on the CAPES journals portal

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Luiz Anselmo Menezes Santos ◽  
Antônio Hamilton Dos Santos ◽  
Viviane Novaes de Souza ◽  
Hudson Leonardo Cordeiro de Moura
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
School Context ◽  
Review Of The Literature ◽  
Scientific Publications ◽  
Education Study ◽  
Teacher Professional ◽  
Knowledge Type ◽  
New Instruments ◽  
Selection Of

This study aimed to identify and analyze scientific publications related to training that address professional development. It was based on the selection of articles from the CAPES Journal Portal database, in which 12 references were analyzed. Among the main authors that supported this work, choose: (Garcia, 1999), (André, 2017), (Alarcão, 2014), (Gatti & Barreto, 2009) who have a great contribution in research on teacher professional development. The methodology used, according to (Morosini & Fernandes, 2014), stands out as a review of the literature, of the state of knowledge type. The results show that it is necessary for the teacher to develop professionally, always renewing his knowledge, overcoming the difficulties present in the school context, introducing new instruments and mechanisms so that the classes have more meanings and senses and consequently a solidification in relation to the - students' learning, thus contributing to the existence of comprehensive training.

School administrators’ direct and indirect influences on middle school math teachers’ turnover

2019 ◽  
Vol 57 (6) ◽  
pp. 708-730
Author(s):  
Christopher Redding ◽  
Laura Neergaard Booker ◽  
Thomas M. Smith ◽  
Laura M. Desimone
Keyword(s):  
Professional Development ◽  
Beginning Teachers ◽  
Teacher Quality ◽  
New Teachers ◽  
Teacher Turnover ◽  
Administrative Support ◽  
Professional Community ◽  
Teaching Quality ◽  
Content Type ◽  
Turn Over

Purpose Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue. Design/methodology/approach This study includes a survival analysis to examine when beginning mathematics teachers turned over and the extent to which teacher quality and administrative support was associated with the turnover, and an analysis of exit surveys explaining teachers’ decision to turn over. Findings New teachers with more supportive administrators are less likely to turn over. The influence of administrative support on teacher turnover does not appear to be driven by more supportive administrators improving a school’s professional community, increasing teacher autonomy, or increasing the frequency of professional development and mentoring. While both increased administrative support and teaching quality independently predict reduced turnover, the strength of the association of administrative support on turnover does not appear to be related to the level of teacher quality nor mediated through teacher quality. Practical implications Results suggest that the presence of high levels of administrative support are more influential in deterring new teacher turnover than more direct supports, such as the assignment of mentors or recommending professional development. Originality/value The use of in-depth data on beginning teachers’ induction supports and teaching quality collected over multiple years shows distinct ways administrators influence new teachers’ decision to remain in their first school.

scholarly journals THE SYSTEM OF TRAINING HIGHER PEDAGOGICAL STAFF AT THE TURN OF THE XIX–XX CENTURIES

2021 ◽  
pp. 44-50
Author(s):  
Olga V. Zakharchenko
Keyword(s):  
Professional Development ◽  
Research Work ◽  
Teaching Experience ◽  
Political Life ◽  
Teaching Staff ◽  
Research Perspective ◽  
Public Defense ◽  
Scientific Potential ◽  
The Moment ◽  
Doctoral Dissertations

Preparation of undergraduates and privat-docents for professorship in the late XIX – early XX century is considered on the example of Moscow University through the prism of the biography of a historian and a jurist Sergei Andreevich Kotlyarevsky. The uniqueness of his example lies in the fact that he defended four dissertations: master’s and doctoral dissertations on foreign history and master’s and doctoral dissertations on public law. This demonstrates some individualism of the trajectory showing his professional development and formation as a scientist and a teacher. The research perspective includes the process of young scientists’ formation from the moment of continuing working at the university’s profile department to prepare a dissertation up to obtaining the degree. Attention is paid to socio-political circumstances and conditions affecting the possibility of becoming a professional scientist and teacher. Both formal and special features of the training scientific and teaching staff inherent in a particular scientific community are noted. The professional development of future scientists and teachers of higher education was associated with active preparation for the defense of the master’s exam, the first teaching experience, scientific and research work. The best graduates were left at the departments with the support of leading university professors who saw new forces and future professionals in them. However, the personal contribution of the applicants themselves was important, since they were required to reveal their intellectual potential, pedagogical and research skills. At this, an important aspect was the opportunity to go on foreign business trips, in which not only the material of scientific research was collected, but knowledge was enriched as well, including getting to know the peculiarities of teaching in European countries and their socio-political life. The preparation process was completed with the public defense of the master’s dissertation and awarding a master’s degree. At the same time, the path to the teaching environment began, which required further disclosure of scientific potential and the defense of a doctoral dissertation in order to obtain a professorship.

scholarly journals Degree of Professional Development of Educational Leaders in Jordan in Jerash Governorate

2019 ◽  
Vol 3 (13) ◽  
Author(s):  
Suhad Mohammad Awad
Keyword(s):  
Professional Development ◽  
Job Performance ◽  
Random Sample ◽  
Educational Leaders ◽  
Development Programs ◽  
Development Plans ◽  
Descriptive Approach ◽  
Study Questionnaire

The study aimed at revealing the degree of professional development of educational leaders in Jordan and its relationship to job performance in Jerash governorate. The researcher used the descriptive approach. In order to achieve the goal of the study، the researcher built a tool for the study "questionnaire"، which was distributed to a random sample of (171) In the Jerash Governorate. The results showed that the degree of professional development of the educational leaders is high and with an average of 3.83. The ranking of the fields is ranked in descending order according to the level of the fields: the field of professional development plans، 4.00، Field of development programs methods For a professional، and reached (3: 55). (High). In light of the results، a number of recommendations and proposals were presented to raise the level of professional development of educational leaders and job performance.    

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