scholarly journals WHAT DO BEGINNING TEACHERS NEED FOR EFFECTIVE INDUCTION AND RETENTION IN THE TEACHING PROFESSION

2018 ◽  
Vol 28 (3) ◽  
pp. 761-766
Author(s):  
Darinka Kostadinova ◽  
Larissa Gruncheva
Keyword(s):  
Beginning Teachers ◽  
School Environment ◽  
Beginning Teacher ◽  
Teaching Profession ◽  
Educational Institutions ◽  
Critical Periods ◽  
Attrition Rates ◽  
Teaching Community ◽  
Successful Induction ◽  
The University

This paper contains the results of a study on beginning teachers’ views regarding the successful induction to the teaching profession, retention in it and the role of mentoring in this process. The study was conducted in 2018 within "The Art of Mentoring the Transition from the University to the Educational Institutions" research project of Vratsa Branch of St. Cyril and St. Methodius University of VelikoTarnovo.The first 1-2 years of the beginning teacher’s career are considered to be the most difficult and critical periods of a teacher’s career. It is often described as a time of survival for any neophyte teacher. It takes much determination and perseverance from the new teacher to remain in the teaching profession, shape his/her professional identity and find their place in a community of practice. Those who are not helped to develop staying power, ultimately leave the profession and they constitute quite a high percentage. High attrition rates recognized as a global problem among the teaching community signal a worldwide need of adequate support for new teachers.Effective induction requires high-quality mentoring and a strong supportive school environment. Knowing and understanding the needs, expectations and attitudes of the beginning teacher is the best way to overcome the hardships of the induction period and to ensure his/her successful career start.

scholarly journals Beginning Teachers Conceptions Of Competence

2004 ◽  
Vol 1 (5) ◽  
Author(s):  
Helen Huntly
Keyword(s):  
Beginning Teachers ◽  
Teacher Performance ◽  
Beginning Teacher ◽  
Teaching Profession ◽  
Early Career ◽  
Teacher Competence ◽  
Early Career Teachers ◽  
Teaching Competence ◽  
The Voice ◽  
Specific Education

This paper reports the outcomes of a phenomenographic investigation of beginning teacher competence. In the research presented here, 18 beginning teachers were interviewed and the transcripts analysed to reveal how these teachers describe the phenomenon of competence. In highlighting the various conceptions of competence held by beginning teachers, the paper also outlines the variety of appraisal approaches experienced by teachers seeking entry into the profession. The competence of teachers is not a recently contested issue, nor one that is isolated to specific education contexts. More than ever before, there is worldwide debate about the authenticity of various forms of appraisal that aim to measure or judge teacher performance. Such judgements are of particular concern to early career teachers who must demonstrate ‘competence’ before they are formally accepted as members of the teaching profession. This paper seeks to add to the debate about teaching competence by providing the voice of the beginning teacher.

scholarly journals The Analysis of an Unsuccessful Novice Teacher's Induction Experiences: A Case Study Presented through Layered Account

2014 ◽  
Author(s):  
Sara Fry
Keyword(s):  
Beginning Teachers ◽  
New Teachers ◽  
Research Question ◽  
Beginning Teacher ◽  
Induction Programs ◽  
Attrition Rates ◽  
Induction Program ◽  
Second Year

Although induction support is heralded as an effective way to reduce high attrition among beginning teachers, nationwide increases in induction participation have not been accompanied by a comparable reduction in attrition rates. This inconsistency suggests some induction programs may not provide adequate support. This article presents the results of a case study that explored the experiences of a beginning teacher who left the profession despite participation in an induction program. The research question was: "Why was Stella unsuccessful in her second year of teaching?" The results are presented through the postmodern ethnographic method of layered account (Ronai, 1997). In addition to raising questions about how to effectively support new teachers, this article includes a discussion of methodological limitations, ethics, subjectivity, and researcher response to participant distress.

Supporting Early Career Alternatively Certified Teachers: Evidence from the Beginning Teacher Longitudinal Survey

2019 ◽  
Vol 121 (11) ◽  
pp. 1-32
Author(s):  
Christopher Redding ◽  
Thomas M. Smith
Keyword(s):  
Professional Development ◽  
Beginning Teachers ◽  
Alternative Certification ◽  
Beginning Teacher ◽  
Teaching Profession ◽  
Longitudinal Survey ◽  
Early Career ◽  
Alternatively Certified ◽  
Turnover Rates ◽  
Organizational Supports

Background Alternatively certified (AC) teachers have generally been found to turn over at higher rates than traditionally certified (TC) teachers. These higher turnover rates are generally attributed to lower levels of preparedness and less of a commitment to remain in teaching than TC teachers, both of which may be compounded by AC teachers’ increased likelihood of beginning their career in schools that enroll traditionally underserved students. Purpose Our goal is to better understand the early career professional learning opportunities of AC teachers. We consider the ways in which in-service organizational supports such as mentoring, collaboration with one's peers, and professional development compensate for alternative certification teachers’ reduced levels of pre-service training. Research Design We conduct a secondary analysis of data from the Beginning Teacher Longitudinal Survey (BTLS). BTLS is a nationally representative survey of the cohort of new teachers who began their career in the 2007–2008 school year. Teachers were surveyed annually for their first five years in the teaching profession. We draw on data regarding teachers’ entry pathway, feelings of preparedness, organizational supports, and turnover (i.e., leaving teaching or moving schools). Data Analysis We first describe differences in self-reported preparedness, commitment to remain in teaching, and use of in-service organizational supports across beginning teachers across different entry pathways. We then conduct discrete time survival analysis to (1) understand differences in the timing of turnover rates across entry pathways and (2) examine the role induction supports play in improving AC teacher retention. Findings We show that AC teachers enter teaching feeling less prepared and, with the exception of mentoring, receive no additional support in their first year of teaching compared to TC teachers. Although we observe a 10-percentage point gap in the turnover between early career AC and TC teachers is, this gap is, in large part, explained by observable teacher and school characteristics. We show some evidence that AC teachers differentially benefit from extra classroom assistance, quality of mentor feedback, and content professional development, which were all associated with lower odds of leaving teaching. Conclusions Our findings suggest that schools and districts could do more to target induction supports for novice AC teachers. Given that AC teachers receive most of their training once they begin teaching, alternative certification programs, schools, and districts can customize supports for AC teachers to fit the needs of their local context.

scholarly journals New Comer-Teacher Adaptation and Leadership Succession in Higher Educational Institutions through Mentoring as an OS Practice

2021 ◽  
Vol 8 (12) ◽  
pp. 70-74
Author(s):  
Jasmin J ◽  
Dr. Kumari V K Shyni
Keyword(s):  
Teacher Retention ◽  
Initial Phase ◽  
Critical Time ◽  
Beginning Teacher ◽  
Transition Process ◽  
Teaching Profession ◽  
Educational Institutions ◽  
Teacher Transformation ◽  
Parent Institution ◽  
Teacher Adaptation

New teachers have to cope with many issues in the initial phase which discourage them and persuade them to abandon their teaching profession. To transition themselves from a student- teacher to a professional-teacher, the initial years is the critical time of survival for the beginning teacher. It is during this initial phase of their career that they require extra support and caring supervision to adapt easily to their newly chosen roles. The current induction programmes utilised are not adequate enough to successfully evolve the transition of a newcomer teacher into the parent institution. This study utilises the theoretical framework of organisational socialisation and its literature to bridge the gap between teacher transformation and teacher retention, especially engaging the OS Practice of Mentoring. By examining the issues inherent in newcomer-teacher adaptation and the various dimensions of knowledge sharing transition process, from senior teachers (especially HOD) to the juniors in a departmental position, mentoring is found to be the most ideal and effective practice to solve burnout to a great extent, and to ensure successful retention of newcomer teachers. Keywords: Organisational Socialisation, Mentoring, Teacher retention, Newcomer adaptation, transition process.

Some aspects of the pedagogical model of constructive geometric modeling

2020 ◽  
Author(s):  
Denis Voloshinov ◽  
K. Solomonov ◽  
Lyudmila Mokretsova ◽  
Lyudmila Tishchuk
Keyword(s):  
Computer Graphics ◽  
Geometric Modeling ◽  
Educational Process ◽  
Educational Institutions ◽  
Software Systems ◽  
Teaching Methodology ◽  
Models Of Teaching ◽  
Software Product ◽  
The University

The application of constructive geometric modeling to pedagogical models of teaching graphic disciplines today is a promising direction for using computer technology in the educational process of educational institutions. The essence of the method of constructive geometric modeling is to represent any operation performed on geometric objects in the form of a transformation, as a result of which some constructive connection is established, and the transformation itself can be considered as a result of the action of an abstract cybernetic device. Constructive geometric modeling is a popular information tool for information processing in various applied areas, however, this tool cannot be appreciated without the presence of appropriate software systems and developed design techniques. Traditionally, constructive geometric modeling is used in the design of mechanical engineering, energy, aircraft and shipbuilding facilities, in architectural and design engineering. The need to study descriptive geometry at the university in recent years has something in common with the issues of mastering graphic packages of computer programs in the framework of the new discipline "Engineering and Computer Graphics". The well-known KOMPAS software product is considered the simplest and most attractive for training. It should be noted the important role of graphic packages in the teaching of geometric disciplines that require a figurative perception of the material by students. Against the background of a reduction in classroom hours, computer graphics packages are practically the only productive teaching methodology, successfully replacing traditional tools - chalk and blackboard.

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.

Economy

2021 ◽  
Author(s):  
Semen Reznik ◽  
Zurab Mebaduri ◽  
Elena Duhanina
Keyword(s):  
Personnel Management ◽  
Educational Process ◽  
Educational Institutions ◽  
Career Management ◽  
Economic Knowledge ◽  
Higher Educational Institutions ◽  
Management Personnel ◽  
Effective Use ◽  
The University ◽  
Junior Students

The textbook provides the basics of economic knowledge, as well as discusses technologies that allow junior students to actively participate in the educational process and practical activities, to get a prestigious job while still studying at the university. Special attention is paid to the effective use of their abilities and time, career management. For junior students of higher educational institutions studying in the areas of "Management", "Personnel Management" and "Economics".

Actual problems of municipal law in Russia

2021 ◽  
Author(s):  
Al'fiya Akmalova
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Research Work ◽  
Educational Institutions ◽  
Federal State ◽  
Municipal Law ◽  
State Educational ◽  
The University ◽  
Independent Work ◽  
Improvement Of Legislation

The actual problems of municipal law in Russia are considered taking into account the peculiarities of master's degree training at the university, which provides for both the presence of a system of students with certain knowledge in the field of jurisprudence, including the main institutions of municipal law, and their significant focus on research work. Special attention is paid to the consideration of the main amendments and additions to the current legislation on local self-government, discussions that accompany the improvement of legislation and law enforcement practice. The electronic educational and methodological appendix to the textbook includes an approximate work program and educational and methodological materials for independent work on the study of the discipline, as well as lectures and presentations. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of educational institutions of higher education studying in the field of training 40.04.01 "Jurisprudence", as well as for graduate students, students of the system of additional professional education and teachers, all those who are interested in the problems of the development of municipal law, the theory of local self-government and the practice of state and municipal management.

APPLICATION OF VIRTUALIZATION TECHNOLOGIES IN THE CONTEXT OF DIGITALIZATION OF EDUCATION

2021 ◽  
Vol 74 (2) ◽  
pp. 61-67
Author(s):  
B. D. Sydykhov ◽  
◽  
D.U. Ydyrysbayev ◽  
Z.A. Batyrkhan ◽  
◽  
...  
Keyword(s):  
Educational Process ◽  
Educational Institutions ◽  
Traditional Teaching ◽  
Digital Learning ◽  
Budget Cuts ◽  
Innovative Solutions ◽  
E Learning ◽  
The University ◽  
Computer Labs ◽  
Digital Learning Resources

Today, education is influenced by many factors. Educational institutions face budget cuts, outdated information technology, data security management, and a push to integrate distance learning. Virtualization technologies offer innovative solutions to the problems that arise in this direction. In particular, the extensive use of virtualization in implementing remote and traditional teaching with the use of various e-learning materials, digital learning resources, educational portals, websites, cloud-based technologies. The article presents the directions of the organization of the original educational infrastructure with the use of virtualization technologies implemented by the university in the educational process. This infrastructure provides students and university staff with access to virtual workstations and applications over the Internet, both for working in computer labs at the university and for extracurricular work. Virtualization technologies that characterize the infrastructure functions are presented, which reflect the advantages of this direction, and the final results of research experiments conducted to identify infrastructure problems are presented.

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