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.

scholarly journals Aprender a acompañar: Análisis de diarios reflexivos de mentores en un programa de inducción

2018 ◽  
Vol 22 (1) ◽  
pp. 461-480
Author(s):  
Carlos Marcelo ◽  
Carmen Gallego-Domínguez ◽  
Paulino Murillo-Estepa ◽  
Paula Marcelo-Martínez
Keyword(s):  
Dominican Republic ◽  
Teacher Induction ◽  
Novice Teachers ◽  
Point Of View ◽  
Educational Systems ◽  
Specialized Training ◽  
Induction Programs ◽  
Induction Program ◽  
Total Data ◽  
Teaching Programs

Resumen:El periodo de inducción es una etapa diferenciada en el camino de convertirse en docente. Los programas de inducción a la enseñanza están progresivamente instalándose en la mayoría de sistemas educativos. La figura del mentor ha recibido una considerable atención por parte de la investigación sobre formación del profesorado. El mentor es un docente con experiencia y saber docente reconocido y con formación especializada como formador, que ofrece su apoyo al profesorado principiante. En este artículo describimos el proceso de mentoría que se ha llevado a cabo a lo largo del desarrollo de un programa de inducción para el profesorado principiante en la República Dominicana. Los mentores que han participado en esta investigación son 32, distribuidos por varias zonas de todo el país. Los datos que analizamos en este artículo lo configuran los diarios que los mentores redactaron a lo largo del programa. Se solicitó a los mentores que redactaran un diario de actividades. El total de datos lo componen 1.176 páginas de texto, agrupadas en 32 diarios de mentores. Los resultados muestran una realidad que es consistente con la mayoría de los resultados de las investigaciones sobre profesorado principiante y programas de inducción. La prevalencia de los problemas relacionados con la metodología, la disciplina y la motivación son constantes en todos los trabajos que abordan los primeros años de enseñanza. Estos problemas los analizamos desde el punto de vista de los propios mentores que realizan el apoyo al profesorado principiante. Abstract:Induction period is a stage differential on the way of becoming a teacher. Induction teaching programs are gradually settling in most educational systems. The figure of the mentor has received considerable attention from the investigation into teacher training. The mentor is a teacher with experience and expertise recognized and specialized training as a trainer, which provides support to novice teachers teaching. In this article we describe the process of mentoring has been conducted throughout the development of an induction program for novice teachers in the Dominican Republic. Mentors who have participated in this research are 32, distributed by several areas across the country. The data analyzed in this article was the reflective diaries that mentors wrote during the program. The total data make it up 1,176 pages of text, grouped in 32 reflective diaries of mentors. We ask mentors to write a reflective diary of activities. The results show a reality that is consistent with the majority of the results of research on novice teachers and induction programs. The prevalence of problems related to the methodology, discipline and motivation are constants in all the works that address the first years of teaching. These problems are analyzed from the point of view of the mentors themselves who perform support for novice teachers.

Induction of Teachers in the English Speaking Caribbean

2016 ◽  
pp. 517-545
Author(s):  
Ruth Baker-Gardner
Keyword(s):  
Teacher Induction ◽  
New Teachers ◽  
Teaching Performance ◽  
Induction Programs ◽  
Induction Program ◽  
Anglophone Caribbean ◽  
Teacher Induction Programs ◽  
The World ◽  
English Speaking ◽  
Generic Teaching

This chapter examines the implementation of teacher induction programs to assist new teachers in the Anglophone Caribbean who, like their counterparts in other parts of the world, face a steep learning curve in the first five years of employment. The programs are part of a wider regional thrust to improve academic performance, and they are as varied as the territories in which they exist. A description of the programs implemented in each territory is presented. Information for the description was garnered directly from the ministries of education of each territory and also from their websites. This is followed by a summary of the findings of the research on induction available from Trinidad and Tobago, Jamaica and Belize. It was discovered that all territories have implemented some form of induction program, and that these programs are beneficial to new teachers. The programs also have shortcomings which can be mitigated by the implementation of the recommendations proposed in the Draft Framework of Generic Teaching Performance and Academic Standards.

A Booster for Turkish Novice Teachers

2018 ◽  
pp. 84-111
Author(s):  
Gülsen Ünver
Keyword(s):  
Teacher Induction ◽  
Novice Teachers ◽  
Teaching Practices ◽  
Reflective Teaching ◽  
Teaching Methodology ◽  
Induction Programs ◽  
Teacher Induction Programs ◽  
Service Training ◽  
The Many ◽  
Teaching Perceptions

This chapter outlines the many ways in which reflective teaching could be adopted during formal teacher inductions. It sums up the induction policies, programs, and reflective teaching methodology facilitated in the curricula in a number of countries. Policies and activities in Turkey where reflective teaching has recently begun to show in formal teacher induction programs will be discussed. Problems regarding practice of reflective teaching during induction programs in Turkey and some others will be reviewed. Reflective teaching practices during pre-service training prior to formal induction will be mentioned. Research that highlights ways in which teachers can develop their reflective teaching will be explored. Finally, some recommendations that might help enhance novice teachers' reflective teaching perceptions will be made.

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 .

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.

Role of Educational Leaders in Supporting Beginning Teachers in Al Ain Schools in the UAE

2019 ◽  
pp. 908-921
Author(s):  
Salam Omar Ali
Keyword(s):  
Beginning Teachers ◽  
Novice Teachers ◽  
Quantitative Methods ◽  
Public And Private ◽  
Induction Program ◽  
Qualitative And Quantitative Methods ◽  
Al Ain ◽  
Effective Role ◽  
Effective Principal

This chapter studied the current practices of the principals in Al-Ain school district (in UAE) in supporting their novice teachers in their first years of teaching. It aimed at drawing attention to the urgent need for an effective principal who knows the important role he plays, especially with the newly appointed teachers. The study used a literature review to establish a good base of theoretical ideas about the effective role of principals in supporting novice teachers in their first years of teaching. The importance of induction program and its goals and benefits were tackled as well, in addition to the main aspects of the support provided. Moreover, the conceptual framework of the study discussed the methodology by describing the qualitative and quantitative methods used to gather data. The population and the sample, data analysis and discussion, conclusion and recommendations were presented too. Twenty principals and 30 teachers of public and private schools participated in answering a questionnaire. Some of them were also interviewed.

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 Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews

2020 ◽  
pp. 49-70
Author(s):  
Lisbeth Lunde Frederiksen
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Teacher Induction ◽  
Continuing Professional Development ◽  
Self Esteem ◽  
Induction Programs ◽  
Teacher Resilience ◽  
Qualified Teachers ◽  
Teacher Induction Programs ◽  
Review Of Reviews

This article gives an overview – in the form of a “review of reviews” – of existing knowledge in the research on teacher induction programs in primary and secondary schools. The article is based on seven reviews. The article describes the various elements that can make up teacher induction programs in primary and secondary schools, and shows that such programs – with their various content and contexts – can contribute to the professionalization of teaching. This includes the development of insight, self-efficacy, and self-esteem. Induction training can counteract burnout, strengthen teacher resilience and thereby facilitate continuing professional development and a firm foothold in the job as a teacher.

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