Investigating the Impacts of Coaching and Mentoring Through Induction on the Experienced Teachers

2021 ◽  
pp. 181-208
Author(s):  
Gulcin Cosgun ◽  
Derin Atay
Keyword(s):  
Beginning Teachers ◽  
Experienced Teachers ◽  
Positive And Negative Affect ◽  
Induction Programs ◽  
Structured Interviews ◽  
Induction Program ◽  
Efl Teachers ◽  
One Year ◽  
Comprehensive Induction ◽  
Newly Hired

Since induction programs are generally implemented for beginning teachers, those designed in response to experienced teachers' pedagogical needs are rare, and their impacts on these teachers are not so widely researched. This chapter reports the process of a one-year comprehensive induction program that is designed for 11 experienced teachers who are newly hired at the English preparation program of a highly competitive English medium university in Turkey and its impacts on the emotions of the participants. The study encompassed the concurrent embedded strategy of mixed methods approach. Data were collected through semi-structured interviews and the positive and negative affect schedule (PANAS-SF). The present study has supported multiple aspects of previous data regarding induction programs for beginning teachers and provided valuable findings supporting the benefits that comprehensive induction programs that provide coaching and mentoring can bring for experienced EFL teachers when they start working in a new institution.

scholarly journals INVESTIGATING EARLY-CAREER TEACHERS’ ADAPTATION CHALLENGES: A CASE OF INDONESIAN EFL TEACHERS

2020 ◽  
Vol 3 (3) ◽  
pp. 367
Author(s):  
Yogi Saputra Mahmud
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Beginning Teachers ◽  
Professional Education ◽  
Teaching Experience ◽  
Early Career ◽  
Structured Interviews ◽  
Teaching Resources ◽  
Efl Teachers ◽  
Teacher Professional

Teacher professional development has recently become a central focus in the Indonesian context, particularly after the implementation of the post-bachelor teacher professional education program or Pendidikan Profesi Guru (PPG) for both pre-service and in-service EFL teachers in 2013. However, studies reveal that the transition from teacher education programs to the initial teaching career at schools has been described as a challenging phase. Despite the growing attention of scholars in exploring beginning teachers’ challenges, studies focusing on the early-career Indonesian EFL teachers, particularly those who just completed the PPG program, are considered limited. Therefore, drawing on a qualitative case study with two beginning Indonesian secondary EFL teachers, this study aims to unravel the challenges during their first-year teaching experience at school after completing the PPG program. By thematically analysing the semi-structured interviews, this study indicated that the teachers experienced four significant challenges: 1) pedagogical (classroom management, lack of teaching resources, test-based learning atmosphere), 2) professional (complex self-identification), 3) social (maintaining rapport with senior teachers), and 4) personal (mood management).  Despite having been trained professionally through the PPG program, the result suggested that the beginning teachers still faced considerable challenges during their initial endeavour as an English teacher at school. Pedagogical implications are discussed in terms of the need for continuous professional development for the newly certified teachers during their initial career at schools.

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.

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.

Changes in higher education teachers’ perceptions of curriculum

2019 ◽  
Vol 11 (1) ◽  
pp. 76-89 ◽  
Author(s):  
Thi Van Su Nguyen ◽  
Kevin Laws
Keyword(s):  
Higher Education ◽  
Course Design ◽  
Induction Programs ◽  
Structured Interviews ◽  
Content Type ◽  
Teachers Perceptions ◽  
Induction Program ◽  
Vietnamese Higher Education ◽  
Curriculum Construction

Purpose The purpose of this paper is to examine the degree to which a compulsory induction program for Vietnamese higher education teachers influences participants’ perceptions of curriculum and course design. Design/methodology/approach This case study uses a qualitative, interpretive approach to data collection. Semi-structured interviews were conducted with 15 program participants before they started the program and immediately after they completed the program. Five program presenters also were interviewed and documents related to the program were analyzed. Findings The findings reflect the influence of Biggs’ (2003) constructive alignment approach on participants’ curriculum perceptions, although this approach was not explicitly stated in the program guidelines. Upon the completion of the program, participants realized the importance of their voices in curriculum construction and course design, which was absent from the pre-program findings. However, students’ agency in co-constructing the curriculum and the “being” of curriculum were not perceived. Research limitations/implications The paper adds to the growing literature on induction programs and their relation to curriculum perceptions. Practical implications The paper provides examples of the changes in participants’ perceptions of curriculum and accentuates, what is neglected in the construction of curriculum. Originality/value The paper invites reflection on the design and implementation of curriculum from academic developers, education practitioners and researchers in similar contexts.

scholarly journals Attempts of EFL Teachers at Kuwait University for Enhancing Their EFL Learners’ Oral Skills

2020 ◽  
Vol 8 (4) ◽  
pp. p1
Author(s):  
Mohammad Almutairi
Keyword(s):  
Qualitative Method ◽  
Experienced Teachers ◽  
Structured Interviews ◽  
Group Discussions ◽  
Kuwait University ◽  
Efl Learners ◽  
Efl Teachers ◽  
Efl Students ◽  
The Individual ◽  
Oral Skills

This study aims to investigate the attempts of six EFL teachers at various colleges and faculties of Kuwait University to develop their EFL students’ oral skills. In a qualitative method using semi-structured interviews, the EFL teachers described their students’ levels of English as very good or good, but they needed to encourage their students to use their oral English widely so that they could, therefore, improve it to better levels. The qualitative method was chosen to get in-depth details and information about the individual experiences of the experienced teachers. The findings showed that the participants used various strategies and techniques, such as using supplementary materials, using drama, listening to tape recorders, working in language labs, having group discussions (with or against), etc. The data also revealed that the improvement of oral skills of EFL students at Kuwait University had been successfully achieved.

Investigating the Impacts of a Mentoring Model on Experienced EFL Teachers at Tertiary Level

2018 ◽  
pp. 153-169
Author(s):  
Gulcin Cosgun ◽  
Derin Atay
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Personal Development ◽  
Experienced Teachers ◽  
Mentoring Programs ◽  
Teacher Education Programs ◽  
Mentoring Program ◽  
Structured Interviews ◽  
Efl Teachers ◽  
Professional Development Needs

In teacher education programs, mentoring is generally regarded as a major component of the practicum of preservice teachers; mentors guide the development of preservice teachers and evaluate their readiness to teach independently. Mentoring can also be a highly valuable tool for the professional development of in-service teachers, who need to update their knowledge and skills as they progress in their career and gain familiarity with the expectations of an institution. However, mentoring programs offered for experienced teachers are very rare in Turkey. In-service teachers fulfill their professional development needs by attending seminars or courses and/or try to cope with challenges through informal talks with their colleagues. This chapter reports on a mentoring program provided to experienced EFL teachers and explores the effects of it on the participants. Data were gathered through semi-structured interviews with 12 teachers. Findings indicate that experienced teachers feel the mentoring program contributes to their professional as well as personal development.

scholarly journals Beginning Elementary Mathematics Teachers Negotiating Leadership Responsibilities

2017 ◽  
Vol 1 (2) ◽  
pp. 3-18
Author(s):  
Catherine Schwartz ◽  
Anne S. Ticknor
Keyword(s):  
Beginning Teachers ◽  
First Year ◽  
Induction Programs ◽  
First Year Teachers ◽  
Leadership Responsibilities ◽  
Induction Program ◽  
School Based ◽  
Leadership Experiences ◽  
Teachers Experiences ◽  
Field Notes

Induction has been given much attention in recent years. Research indicates that a comprehensive program with multiple supports for new teachers including reasonable teaching loads and complete curriculum resources are most effective. However, this is not the reality for many beginning teachers. In a study of a two-year, university-based, mathematics-specific induction program for elementary teachers, we found many first-year teachers were given teacher leadership responsibilities at their schools. These leadership experiences were confounded by school contexts in which curriculum resources were incomplete or competed with the BTs visions of “good” mathematics teaching. Qualitative data included interviews, surveys, written reflections, and researcher field notes from the first year of study. This article reports three first-year teachers’ experiences of significant leadership responsibilities. Findings call for ways to prepare BTs in undergraduate and induction programs for the non-instructional duties in teaching and to develop the agency needed to negotiate school-based contextual constraints.

Effective Mentoring: Critical to the Professional Development of First Year Physical Educators

2010 ◽  
Vol 29 (3) ◽  
pp. 245-261 ◽  
Author(s):  
G. Linda Rikard ◽  
Dominique Banville
Keyword(s):  
Beginning Teachers ◽  
Teacher Development ◽  
Professional Growth ◽  
Critical Time ◽  
First Year ◽  
Induction Programs ◽  
Induction Program ◽  
Accountability Measures ◽  
Mentoring Practices ◽  
The Us

The first year of teaching is a critical time for professional growth and teacher development requiring emotional and pedagogical support from an experienced mentor. To serve this need, many school districts and counties across the US have developed induction programs for beginning teachers. This study examined 20 First Year Teachers’ (FYT’s) experiences in a mentoring induction program conducted from 2006 to 2008. Data included phone interviews, questionnaires, and one-on-one interviews. Kram’s mentoring framework provided the theoretical model for describing stages of mentor-mentee relationships. In addition, a Continuum of mentor practices was developed to categorize the levels of mentor effectiveness as described by FYTs. Based on their perceptions, the effectiveness of mentoring practices varied greatly for these participants: nine teachers received adequate mentoring, while the remaining 11 teachers’ experiences indicated deficiencies. Mentors were trained and specifically matched with FYTs, yet, findings indicated that accountability measures were needed to adequately serve most of these FYTs.

scholarly journals Práticas de mentoria e imagens projetadas dos processos realizados: um estudo de dois casos (Mentoring practices and projected images of the processes: two case studies)

2020 ◽  
Vol 14 ◽  
pp. 4142119
Author(s):  
Ana Paula Gestoso de Souza ◽  
Aline Maria de Medeiros Rodrigues Reali
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Beginning Teachers ◽  
Professional Learning ◽  
Experienced Teachers ◽  
Exploratory Research ◽  
Developmental Approach ◽  
Induction Program ◽  
Research Journal ◽  
Mentoring Practices

e4142119This exploratory research focuses on the work of two beginning mentors - experienced teachers - and highlights their mentoring practices, the projected images of the performed processes and their relationships.  We understand those practices as intentional actions directed to their demands - derived from continuous interpretation and decision-making processes - that aims to promote the mentees’ teacher professional learning.  We analyzed the mentors' practices over 19 months as the interactions they established with the beginning teachers they mentored. It was observed that each mentor is constructing a mentoring personal style.  In this process, they interpret themselves inserted in a certain context and to face the situations they develop a proper response.  Their mentoring behaviors and practices reveal how much they rely on their teaching practices as they also demonstrate their decisions, acts, and the recognition of themselves as mentors, making it clear that they are building a framework for mentoring. The construction of a proper way of seeing oneself as a mentor and acting as such reveals patterns of mentoring, the characteristics of social, teaching and cognitive presences and the specificities of each interaction and, in a way, the learning of teachers experienced in this process.ResumoTrata-se de uma pesquisa exploratória que se volta para a atuação de duas mentoras iniciantes – professoras experientes – enfocando as práticas de mentoria, as imagens projetadas dos processos realizados e as relações que podem ser estabelecidas entre esses dois aspectos. Compreende-se que essas práticas são processos de ações intencionais – derivadas de processos contínuos de interpretação e de tomada de decisão – voltadas para a aprendizagem profissional da docência e dirigidas às demandas dos professores iniciantes acompanhados. Foram analisadas as produções das mentoras ao longo de 19 meses e as interações estabelecidas com as professoras iniciantes que acompanharam. Observa-se que cada mentora está construindo um estilo próprio de ser mentora e nesse processo elas vão interpretando a si mesmas inseridas em determinado contexto e desenvolvendo uma resposta própria às situações enfrentadas. Seus comportamentos e práticas de mentoria revelam o quanto se apoiam na própria prática docente e ao mesmo tempo demonstram que tomam decisões, agem e se reconhecem como mentoras. Evidencia-se que elas estão construindo quadros de referência para a mentoria. A construção de um modo próprio de se ver como mentora e de atuar como tal revela padrões de mentoria, as características das presenças social, docente e cognitiva e as especificidades de cada interação e, de certo modo, as aprendizagens das professoras experientes nesse processo.Palavras-chave: Formação de professores, Programa de indução, Professores experientes, Práticas de Mentoria.Keywords: Teacher education, Induction program, Experienced teachers, Mentoring practices.ReferencesBOLÍVAR, Antonio; DOMINGO, Jesus; FERNANDEZ, Manuel. La investigación biográfico-narrativa en educación: enfoque y metodología. Madri, Espanha: Editorial La Muralla S.A., 2001.BRAGA, Fabiana Marini et al.  Diálogo intergeracional virtual, conversas interativas em um Programa Híbrido de Mentoria: temas e características da abordagem de professoras experientes-mentoras, artigo não publicado, 2019.GARRISON, Randy; ANDERSON, Terry; ARCHER, Walter. Critical thinking, cognitive presence and computer conferencing in distance education. American Journal of Distance education, Pennsylvania, v.15, n.1, p.7-23, 2001. Disponível em https://www.researchgate.net/publication/245816834_Critical_Thinking_Cognitive_Presence_and_Computer_Conferencing_in_Distance_Education. Acesso em: 10 de fev. de 2010.GLICKMAN, Carl D. The Developmental Approach to Supervision.  Educational Leadership. Virginia. v.38, n.2, p178-80, nov. 1980.HONG, Yihua; MATSKO, Kavita Kapadia. Looking Inside and Outside of Mentoring: Effects on New Teachers’ Organizational Commitment. American Educational Research Journal, December 2019, Vol. 56, No. 6, pp. 2368–2407.HUBERMAN, Michaël. O ciclo de vida profissional dos professores. In: NÓVOA, Antonio. (Org.). Vidas de professores. 2. ed. Porto: Porto Editora, p. 31-61, 1995.KENNEDY, Mary. Parsing the Practice of Teaching. Journal of Teacher Education, v. 67, n. 1, p. 6-17, 2016.MARCELO, Carlos; VAILLANT, Denise. Desarrollo profesional docente: Cómo se aprende a enseñar? Narcea, S.A. de Ediciones, 176p, 2009.MIZUKAMI, M. da G. N; REALI, A. R. Aprender a Ser Mentora: um estudo sobre reflexões de professoras experientes e seu desenvolvimento profissional. Currículo sem Fronteiras, v. 19, n. 1, p. 113-133, jan./abr. 2019. Disponível em: http://www.curriculosemfronteiras.org/artigos.htm Acesso em 13 de dezembro de 2019.NÓVOA, Antonio. Entre a formação e a profissão: ensaio sobre o modo como nos tornamos professores. Currículo sem Fronteiras, v. 19, n. 1, p. 198-208, jan./abr. 2019. Disponível em: http://www.curriculosemfronteiras.org/artigos.htm Acesso em 13 de dez. de 2019.REALI, Aline Maria de Medeiros Rodrigues; TANCREDI, Regina Maria Simões Pucinelli; MIZUKAMI, Maria da Graça Nicoletti. Programa de mentoria on-line: espaço para o desenvolvimento profissional de professoras iniciantes e experientes. Educação e Pesquisa. São Paulo. 34 (1), pp. 77-95. jan./abr., 2008. Disponível em: http://www.scielo.br/scielo.php?pid=S1517-97022008000100006&script=sci_abstract&tlng=pt Acesso em 5 de mai. de 2015.SNOECKX, Mireille. Formadores de Professores, uma identidade ainda balbuciante. In ALTET, Marguerite et. al. A profissionalização dos formadores de professores. Porto Alegre: Artmed. 2003.

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 .

Sign in / Sign up

Export Citation Format

Share Document