Implementing a Critical Community of Practice Within a University-Based Teacher Induction Program

2022 ◽  
pp. 125-149
Author(s):  
Erica Hamilton ◽  
Ebony Cain-Sanschagrin ◽  
Jenifer Crawford
Keyword(s):  
Problem Solving ◽  
Teacher Induction ◽  
Community Of Practice ◽  
Southern California ◽  
Academic Programs ◽  
Professional Programs ◽  
Induction Program ◽  
Critical Theories ◽  
Initial Stage ◽  
Teaching Implications

This chapter describes the initial stage of implementing a critical community of practice within a university-based teacher induction program in Southern California. This case highlights how novice critical teachers work together to support one another, engage in problem-solving, and bridge theories to action to address challenges they face in their teaching. Implications for using critical community of practice in academic programs and professional programs to bridge critical theories to equitable practice are presented.

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.

scholarly journals Development of Transferable Competencies in Academic Programs at King Saud University

2021 ◽  
Vol 33 (1-3) ◽  
Author(s):  
Norah Saad Al-Qahtani
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Digital Technology ◽  
Analytical Approach ◽  
Academic Discipline ◽  
Academic Programs ◽  
King Saud University ◽  
Scientific Disciplines ◽  
Professional Environment ◽  
Random Method

ABSTRACT The study aims to identify the most important transferable competencies that academic programmes develop among students at King Saud University (KSU) and determine the most prominent methods of their development from their perspectives. It also intends to reveal differences that could be attributed to the variables of gender and academic discipline. A descriptive and analytical approach was used. 387 students from the scientific and humanitarian disciplines were chosen using the stratified random method. Results show that the most important transferable competencies that the academic programmes at KSU develop among their students are professionalism/ work ethics, teamwork/collaboration and digital technology. The most prominent methods of their development are project-based and problem-solving learning, immersion in the professional environment and active learning. No statistically significant differences are observed in the average responses of the participants attributed to the gender variable while there are significant differences ascribed to the academic discipline variable for scientific disciplines.

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.

Social Media Driven Management Education

2018 ◽  
pp. 750-768
Author(s):  
Owen P. Hall Jr.
Keyword(s):  
Social Media ◽  
Problem Solving ◽  
Community Of Practice ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Management Education ◽  
Business Schools ◽  
Learning Opportunities ◽  
Education Community ◽  
The Reformation

Business schools are under growing pressure to engage in significant programmatic reforms in light of the business community's call for web-savvy, problem-solving graduates. Even AACSB has gotten into the reformation act by recommending the adoption of a comprehensive collaboration learning strategy. To meet these and related challenges, many schools of business are turning to social media to provide learning opportunities at a time and place that is convenient to the student. The purpose of this paper is to highlight the growing possibilities for using social media to enhance learning outcomes and to outline strategies for implementing this revolutionary process throughout the management education community of practice.

A Model of a New-Teacher Induction Program and Teacher Perceptions of Beneficial Components

2007 ◽  
Vol 28 (4) ◽  
pp. 14-24 ◽  
Author(s):  
Diane Corcoran Nielsen ◽  
Arlene Lundmark Barry ◽  
Ann Brickey Addison
Keyword(s):  
Teacher Perceptions ◽  
Teacher Induction ◽  
New Teacher ◽  
New Teacher Induction ◽  
Induction Program

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.

Policy Impact on Teacher Induction

2016 ◽  
pp. 595-617
Author(s):  
Amanda R. Bozack
Keyword(s):  
Student Achievement ◽  
Teacher Induction ◽  
Teacher Development ◽  
Leading Edge ◽  
Induction Programs ◽  
Induction Program ◽  
Teachers And Students ◽  
Improve Student Achievement ◽  
Induction Practices ◽  
And Performance

During the 1980s Connecticut was on the leading edge of national educational reform, developing performance standards for teachers and students, creating a tiered licensure structure, and implementing a state-wide comprehensive, multi-year teacher induction program tied to teacher certification. Since then, many states and districts have begun to implement induction programs as a way to enhance teacher retention and performance and improve student achievement. However, the literature base on successful implementation is limited, as is the research on the effectiveness of specific induction practices as related to teacher development and student achievement. This chapter focuses on informing policy makers and educational administrators about the broad landscape of induction in the United States and explores how Connecticut's rich history with induction can serve other states considering adoption of a comprehensive induction policy. Research concerns are also explored.

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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