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1.
The conditions that promote best practice in the mentoring of beginning teachers in secondary schools are explored in this paper in relation to the experiential model of learning put forward by Kolb [(1984). Experiential learning: Experience as the source of learning and development. New York: Prentice-Hall]. The underpinning processes of this learning cycle include the experience, the reflection, the learning that results and (further) experimentation.We present some empirical research from a two-year funded project on The Professional Development of Subject Induction Tutors and data derived from questionnaires completed by beginning teachers in three education authorities at the start and end of induction year and from semi-structured interviews with sub-samples of beginning teachers. The questionnaire data allowed us to distinguish three broad teacher ‘types’ in terms of their experiences of induction and the associated mentoring. In relation to these types we explored differences and similarities in the extent to which mentoring functions are distributed in schools, the extent to which different mentoring relationships allow beginning teachers to be empowered in their work, and the particular uses made of review and target setting and the value placed on these processes by beginning teachers and their mentors. Overall we found that best practice for ‘developmental mentoring’ involves elements of challenge and risk-taking within supportive school environments with clear induction systems in place and strong school ethos in relation to professional development. 相似文献
2.
The number of induction programs available to teachers is increasing rapidly, and by necessity these programs are designed to meet the needs of all teachers regardless of their preparation and academic background. This study examines the impact of a science‐focused induction program on secondary science teachers from different preparation programs. The 16 teachers were first‐year secondary science teachers who graduated the previous year from one of four different teacher‐preparation programs. All teachers were monitored during their first year of teaching, as they participated in the induction program, to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the preservice training of a science teacher influenced the type of support the teacher derived from the science‐focused induction program. Teachers from a preservice program with an extended student‐teaching experience and two science methods courses held beliefs aligned with student‐centered practices and implemented more reform‐based lessons than did other teachers during the year. This study reinforces the importance of induction programs for teachers and suggests that there is a need for specialized support programs for beginning science teachers. The study also provides specific suggestions for improving the preparation of secondary science teachers. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 963–985, 2006 相似文献
3.
ANNE WILLIAMS 《Educational studies》2003,29(2-3):207-219
This paper focuses on the learning of new teachers in England where all such teachers have to complete a statutory induction year, with a particular emphasis on the part that may be played by non-formal or informal learning. Drawing on the work of Eraut, and Guile and Griffiths, it uses interview and survey data from work with new teachers to identify three aspects of work-place learning which, it is suggested, may not be best accommodated within current induction arrangements. Concluding that much of new teachers' professional learning is informal rather than formal, reactive rather than deliberative and collaborative rather than individual implications for the ongoing improvement of induction practice are considered. 相似文献
4.
Julie A. Luft Jonah B. Firestone Sissy S. Wong Ira Ortega Krista Adams EunJin Bang 《科学教学研究杂志》2011,48(10):1199-1224
Those who study secondary science teachers are often concerned with preservice or in‐service teacher development. Science teacher educators have acknowledged that this focus is limited, as the induction years of beginning teachers are an important component of teacher development. This mixed methods study focuses on the induction years of beginning content specialists, with the intention of adding to the literature in this underexamined area. The secondary science teachers in this study were followed during their first and second year of teaching in order to understand the changes in their beliefs, pedagogical content knowledge (PCK) and practices as a group, and as they participated in different induction programs. Analysis by induction program revealed that first year teachers who participated in science specific induction programs strengthened their beliefs, PCK, and practices. By the end of the second year, regardless of program, most of the teachers shared similar beliefs and PCK. However, the teachers in the science specific induction programs continued to enact more interactive learning environments that had more investigations and laboratories than did their peers in the other induction programs. For those who work with beginning science teachers, this study suggests that the induction of science specialists is an important area of work. It also explores the complex process of induction, and calls for more research into how beginning secondary science teachers learn and what types of induction experiences can best support beginning science teachers. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1199–1224, 2011 相似文献
5.
This phenomenological study aimed to explore how early career teachers were supported in their transition from teacher education to professional practice. It involved interviewing seven recent graduates from a post-degree teacher education program on their perceptions of both the program and their local school district in supporting them as early career teachers. Results involve numerous recommendations for supporting these teachers during their induction into the profession leading to the articulation of a continuum of lifelong professional learning that includes teacher education, induction and mentorship, and professional development. Key responsibilities for school districts, principals, and teacher education faculty are included. 相似文献
6.
Geraldine Mooney Simmie Cathal de Paor Jennifer Liston John O’Shea 《Asia-Pacific Journal of Teacher Education》2017,45(5):505-519
This study reports on findings from a critical literature review, from 2004 to 2014, in relation to the positioning of beginning teachers’ professional learning during induction. The study uses theoretical frameworks drawn from competing discourses: an instrumental standpoint based on performativity and a dialectical standpoint based on a transformative view of good teaching as an advanced specialised practice. A critical analysis was conducted, using a systematic literature review that yielded 14 peer-reviewed papers, to discursively position teachers’ professional learning and pinpoint questions for future study. Findings showed that while studies reported positive outcomes they were often atheoretical and framed within narrow chains of logic that neglected important strands, such as, teacher “knowledge-of-practice”. The study raises important questions not only about the positioning of beginning teachers’ professional learning but about meaningful professional learning for all teachers across the continuum of teacher education. 相似文献
7.
This paper explores the Estonian novice teachers’ learning and knowledge building (LKB) practices in the extended professional community during the induction programme using well-known knowledge conversion model. The assumption in this study is that a teachers’ participation in the extended professional community facilitates their professional development. The survey was conducted with 101 novices after their induction programme. The patterns of novices’ LKB practices in the professional learning community during the induction programme were explored. The analysis showed to what extent extended professional community may be formed during the induction year. LKB practice patterns among the novices were identified. We discovered that many novices felt that there was insufficient support from other teachers and from university experts. It appears that it is challenging to develop a coherent induction programme as the extended professional community of educators, where different partners collaborate and share professional knowledge is challenging. 相似文献
8.
The purpose of this paper is to describe the school-based contextual constraints perceived by beginning elementary teachers as they attempted to enact their visions of effective mathematics teaching and the components of a mathematics-specific, university-based induction program designed to support elementary teachers in their teaching of mathematics. A significant number of beginning teachers in the program indicated that curriculum pacing guides and grade level teachers often discouraged their enactment of effective mathematics teaching. We describe the components of the induction program in general and then discuss the specific ways that program mentors, who were elementary teachers with expertise in mathematics teaching, supported beginning teachers in navigating the constraints identified. Data suggest that supporting teachers’ pedagogical agency to navigate local school contexts should be an additional consideration in teacher preparation and induction programs. 相似文献
9.
10.
《师资教育杂志》2012,38(3):191-206
This research focused on the induction year entitlement in England, with particular reference to timetable, formal assessment meetings, lesson observations and provision of an induction tutor and a named external contact. Pooled data from a postal questionnaire, with a 60% response rate (n = 92), were analysed from three consecutive cohorts of newly qualified science teachers (2003–2006). Focus group interviews and telephone interviews with 20 newly qualified teachers and 20 induction tutors were also used to collect data. The majority of the sample of newly qualified teachers received the main entitlements in their induction year but serious concerns persist for a significant minority. Implications for the induction of all newly qualified teachers, irrespective of their subject area, school and policy‐makers, are identified. 相似文献
11.
Kim Brown 《Cambridge Journal of Education》2001,31(1):69-88
Much of the recent literature on mentoring has focused on generic issues. This paper looks at subject-specific issues in mentoring from the perspective of newly qualified modern language teachers in their first year of teaching. While the majority of teachers in the sample expressed dissatisfaction with the quality of the mentoring they received, most progressed successfully into their second year of teaching. The findings suggest that conventional conceptions of mentoring may only be a marginal factor in the survival of these teachers in their first year. Conflicts over language teaching methodology, in particular, emerge as a contributory factor in the breakdown of relationships between these teachers and their mentors. Equally, it is in terms of their own pedagogical skills and of a clearly established rationale for their practice in the language classroom that these newly qualified teachers express their confidence and their ability to survive without formal support. The implications of these findings are discussed in the light of the introduction of new requirements for induction of newly qualified teachers and in particular with reference to the selection of induction tutors in school. 相似文献
12.
Mentoring teachers during the induction years has long been recognized as a powerful means to support and acclimate new teachers to the profession. Once the induction years are over however, mentoring is rarely offered for experienced educators. Additionally, teachers in their mid to late career stages often find professional development poorly suited to their interests or needs. As a result, frustration, cynicism, early attrition, and ‘burnout’ occurs.This study explores the perceptions of 20 experienced teachers in order to understand their professional needs and their perceptions about being mentored. Recommendations for the design of post induction mentoring programs are offered to schools looking to retain experienced teachers and inspire them for a full career of teaching. 相似文献
13.
Dr. des. Dirk Richter M.A. Prof. Dr. Mareike Kunter Prof. Dr. Oliver Lüdtke Prof. Dr. Uta Klusmann Prof. Dr. Jürgen Baumert 《Zeitschrift für Erziehungswissenschaft》2011,14(1):35-59
This study investigates the support that novice teachers receive from their mentors and peers during the teacher induction phase in Germany. It examines the relationship between the support of these two groups and the development of new teachers’ professional competencies. The sample comprises 551 novice teachers in mathematics, who were surveyed twice within one year during their induction period. Results show that both mentors and peers are perceived as providing important support, but that the two groups support different aspects of teaching competencies. Structural equation models indicate that informational and emotional support provided by mentors is associated with an increase in the teachers’ self-efficacy beliefs and a decline in their emotional exhaustion, whereas the support of peers has both positive and negative effects. 相似文献
14.
The present study uses Dialogical Self Theory to explore the extent to which a dialogue supports teachers' professional identity development. Using a narrative approach that includes interviews, observations of educational activities and collective meetings, insight is gained into teachers’ I-positions, meta-positions and promoter positions. The findings suggest that a dialogue, in which teachers talk about boundary experiences and articulate I-positions, stimulates teachers to reflect on their teaching behaviour from a meta-position and enables them to harmonise their multiple I-positions. Moreover, it stimulates teachers to develop their identity as a teacher and to change their teaching behaviour. 相似文献
15.
Catherine Flores 《师资教育杂志》2017,43(5):520-533
This case study investigated the role of school principals in the induction of beginning teachers in Copiapó, Chile. Building upon group and individual interviews, and review of extant literature, the following findings were established: (a) principals in this study expect beginning teachers to be fully formed as classroom teachers; (b) principals were unlikely to talk about induction practices that might help beginning teachers to learn pedagogical strategies for classrooms; and (c) principals’ induction practices focused on the symbolic role that principals play as the highest authority within the school which has little practical influence on helping beginning teachers to develop their pedagogy. Implications for policy and practice are discussed. 相似文献
16.
The data discussed in this paper derive from post‐lesson and end‐of‐year interviews with 17 teachers in their second year of teaching. They form part of a longitudinal study which first tracked these teachers through their initial postgraduate teacher education programme and induction year. In the light of earlier analysis, which had highlighted both the enduring importance of individuals’ dispositions towards their own learning and the profound sense of professional isolation that some teachers experience once the support of their induction year is withdrawn, this paper focuses specifically on the interplay between teachers’ orientations towards their own professional learning and the nature of the learning environments in which they are working. The complex interrelationships between these two dimensions are illuminated by six case studies, which offer strong support to those who have challenged exclusive conceptualisations of ‘learning’ as either ‘construction’ or ‘participation’. The findings have important implications for all those responsible for the professional education of beginning and early career teachers, especially as they respond to the government launch in England of a new ‘national framework’ intended (eventually) to offer opportunities for Masters level professional learning to all newly qualified teachers. 相似文献
17.
通过对师范学院近几年体育教育专业的实习生、实习所在学校的指导教师、学院指定的实习辅导教师,以及学生就业上岗情况与就业后的工作感受等几方面的反馈进行了综合性的比较分析研究,提出了有针对性的切实可行的建议,对师范院校完善教育实习制度和提高教育教学质量具有一定的借鉴作用。 相似文献
18.
This narrative inquiry presents the experiences of a group of 10 new primary teachers grappling with relationships in the social context of their school environment during their first year of teaching. Their lived experiences are plotted together in the story of Gemma to provide one insight into the emotional dimension of attaining the identity of a real teacher in schools with individualistic cultures. Readers can add their stories to enrich interpretations of the text, extending the collaborative process beyond this group, to understand the difficulties faced by some new teachers motivated to say ‘call me teacher’. The paper concludes with a plea to take account of the emotional needs, as well as the professional development needs, of new teachers in the induction process by differentiating induction procedures and raising awareness of the different cultures experienced by new teachers during their placement as they strive to attain a positive identity. 相似文献
19.
Julie A. Luft 《International Journal of Science Education》2013,35(17):2355-2384
While it is generally acknowledged that the first years of teaching are the most difficult, little is known about the development of subject matter specialists during this period. In order to add to the knowledge in this area, the present study explores the first year of 114 secondary science teachers as they participate in one of four different induction programmes. The data collected in this study consist of observations of practice, and of interviews about beliefs, pedagogical content knowledge and experiences throughout the year. Quantitative and qualitative analysis of the data revealed that, as a group, the beginning teachers held teacher‐centred practices, beliefs, and pedagogical content knowledge. Analysis by induction programme, however, revealed that teachers who participated in science‐specific induction programmes significantly changed their beliefs and used more investigations in their classroom lessons than did their peers in the other induction programmes. Moreover, the physical proximity of colleagues was also important to the well‐being of beginning teachers. This study supports the development of science‐specific induction programmes, and provides evidence that the composition of the programme and the assigned location of the new teacher are important factors during a teacher's first year. 相似文献
20.
The present study investigates teachers’ perceptions of curriculum change targeting the expanded freedom teachers were given as curriculum developers in the implementation process of the 2006 school reform in Norway. The new curriculum marks a distinct shift, moving from a content-driven to a learning outcomes-driven curriculum. Policy makers expressed confidence in teachers’ professional autonomy: local curricula had to be designed in all subjects to meet the learning outcomes defined in the curriculum. This qualitative study uses focus group interviews and addresses teachers in primary and lower secondary school. Teachers do not see their expanded freedom as real freedom; their world is deeply contextualized and they see a gap between their experienced world and the intended world of the curriculum. What was communicated as extended freedom by policy makers is perceived as extended demands. In this initial phase the teachers place themselves in the position of respondents rather than being progressive change agents themselves. 相似文献