Similarities and Differences in Risk and Protective Factors in Teacher Induction for Prospective Elementary and Physical and Health Education Teachers

The growing body of literature on teacher induction barriers has revealed the need to address issues that may lead to negative consequences. Recent research points to an increased interest in teacher resilience, a concept that promotes positive adaptation to counteract these adverse outcomes. However, teacher induction and resilience may differ depending on teaching context. For example, do specialists such as physical and health education teachers experience the same induction situation as generalist teachers? The authors aimed to compare the anticipated risk and protective factors related to the induction of these prospective teachers. The data from two studies were analyzed using thematic coding. The results indicate similarities and differences between the two groups that suggest ways to better support teacher induction.

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Gender Similarities and Differences in the Association Between Risk and Protective Factors and Self-Reported Serious Delinquency

Prevention Science ◽

10.1007/s11121-006-0062-1 ◽

2007 ◽

Vol 8 (2) ◽

pp. 115-124 ◽

Cited By ~ 97

Author(s):

Abigail A. Fagan ◽

M. Lee Van Horn ◽

J. David Hawkins ◽

Michael W. Arthur

Keyword(s):

Protective Factors ◽

Risk And Protective Factors ◽

Gender Similarities ◽

Similarities And Differences

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Risk Factors for Adolescent Marijuana Use

Contemporary Health Issues on Marijuana ◽

10.1093/med-psych/9780190263072.003.0009 ◽

2018 ◽

pp. 219-235 ◽

Cited By ~ 3

Author(s):

Richard F. Catalano ◽

Elizabeth C. Speaker ◽

Martie L. Skinner ◽

Jennifer A. Bailey ◽

Ge Hong ◽

...

Keyword(s):

Risk Factors ◽

Protective Factors ◽

Early Adolescence ◽

Current Knowledge ◽

Marijuana Use ◽

Risk And Protective Factors ◽

Future Research ◽

Illegal Drugs ◽

Negative Consequences ◽

Adolescent Marijuana Use

Marijuana use has been linked to a wide variety of negative consequences, especially for those who initiate use in early adolescence and become daily or regular users as a teenager. If these negative consequences are to be avoided, prevention efforts must focus upstream on childhood and adolescent developmental periods before marijuana use is initiated or has become frequent. Upstream prevention targets factors that predict initiation and escalation of marijuana use, which are often called risk and protective factors. This chapter provides a review of current knowledge about risk and protective factors, with an emphasis on psychosocial variables specific to marijuana, differentiating predictors of marijuana use from predictors of other legal and illegal drugs when possible. The chapter also provides suggestions for future research in light of the rapidly changing legal and community conditions related to access, availability, and norms of marijuana use.

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Teacher Induction Pathway of Physical and Health Education: A Case Study

Journal of Education and Learning ◽

10.5539/jel.v9n3p1 ◽

2020 ◽

Vol 9 (3) ◽

pp. 1

Author(s):

Marie-Claude Rivard ◽

Johanne Grenier ◽

Mylène Leroux ◽

Sylvain Turcotte ◽

Linda Morency ◽

...

Keyword(s):

Health Education ◽

Teacher Induction ◽

Self Efficacy ◽

Job Insecurity ◽

Experienced Teacher ◽

Telephone Interviews ◽

Induction Process ◽

Physical And Health Education ◽

Substitute Teaching

This article aims to describe teacher induction (TI) with reference to two physical and health education (PHE) teachers based on three variables: 1) self-efficacy, 2) motivation and 3) satisfaction. Our case study relies on individual telephone interviews conducted during each teacher’s first five years of teaching and allows for describing the perceptions of these two teachers who persevered in the profession. The findings reveal that self-efficacy relates above all to harmonious relations with students and teaching colleagues, an experienced teacher in particular, and evolves over the course of TI through a process of introspection undertaken by the new teacher. A surprising observation is that, despite the difficult conditions of substitute teaching during TI, teachers maintain that it offers diverse contexts and opportunities for learning about the profession; thus, substitute teaching appears to positively impact self-efficacy. The relatively high motivation fluctuates over time, based on whether it is approached positively in terms of professional relations, or negatively in terms of job insecurity. The same holds true for satisfaction, which alters over the years, either upwards if based on positive contact with students or downwards if based on difficult hiring conditions. During the induction process, satisfaction evolves towards the quest for academic freedom and an awareness of the teacher’s impact on his or her students. The conclusion explains how a strong feeling of self-efficacy can contribute to perseverance in the profession during the TI phase, even in the presence of difficult job conditions.

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