Esta dissertação tem como objetivo investigar o processo de formação de professores iniciantes de francês como língua estrangeira (FLE) sob o enfoque do ensino como trabalho. De forma mais específica, pretendemos analisar o papel das entrevistas de aloconfrontação (MOLLO, FALZON, 2004) nesse processo, identificando os questionamentos dos professores quando se veem diante de dilemas do trabalho de ensino vividos por outros professores e a forma como essas entrevistas podem contribuir para a construção de noções sobre o trabalho do professor de FLE. Para a compreensão desse processo sob o ponto de vista dos próprios professores, realizamos nosso estudo no contexto de um curso de francês em extensão universitária. Fizemos uso da aloconfrontação (MOLLO, FALZON, 2004), um método de intervenção formativa baseado na noção de confrontação entre o sujeito e sua atividade realizada por outros, em que, primeiramente, realizamos reuniões de discussão sobre o trabalho a fim de identificar os questionamentos dos professores desse contexto e, em um segundo momento, convidamos quatro professores a assistirem a vídeos de aulas de outros professores e comentarem-nos, possibilitando, assim, que eles verbalizassem seus questionamentos. O corpus desta pesquisa consiste nos textos das reuniões e das entrevistas e foi analisado segundo os pressupostos teórico-metodológicos do Interacionismo Sociodiscursivo (BRONCKART, 1999, 2004; BULEA, 2010). Adotamos como referência pesquisas produzidas no Brasil que consideram o ensino como um trabalho (LOUSADA, 2006, 2011; MACHADO, 2004, 2007) contamos, também, com aportes teóricos da Clínica da Atividade (CLOT, 1999, 2001a, 2008) e da Ergonomia da Atividade (FAITA, 2004, 2011; AMIGUES, 2002, 2004; SAUJAT, 2004). Os resultados de nossas análises permitiram-nos identificar alguns questionamentos dos professores iniciantes de FLE que participaram de nossa pesquisa e observar o posicionamento deles diante de suas dificuldades. Além disso, pudemos observar a construção de noções sobre o trabalho do professor de FLE propiciadas pelas verbalizações e generalizações da experiência vivida dos participantes. Entre outras contribuições, destacamos que a pesquisa confirmou o papel das aloconfrontações como um instrumento (VYGOTSKI, 1934/1997) que contribui para a reflexão sobre outras maneiras de realizar o trabalho do professsor de FLE , portanto para sua formação. / This dissertation goal is to study the process of development of beginning teachers of French as a foreign language (FLE) under the focus of teaching as work. In a more specific way, we aim at analyzing the role of allo-confrontation interviews (MOLLO, FALZON, 2004) in this process. To do so, we tried to identify teachers queries when they face teaching dilemmas lived by other teachers and to study how these interviews can contribute to the construction of notions about the FLE teachers work. In order to understand this process from the point of view of the teachers, we conducted our study in the context of a French open course at the University. We used allo-confrontation (MOLLO, FALZON, 2004), a method of formative intervention based on the concept of confrontation between the subject and its activity performed by others. First, we made some discussion meetings about the work in order to identify teachers queries in this context and, in a second moment, we invited four teachers to watch and to comment recorded classes from other teachers, making it possible for them to verbalize about their own queries. Our research corpus consists of texts from these meetings and interviews which were analyzed according to the theoretical and methodological assumptions of Socio-Discursive Interactionism (BRONCKART, 1999, 2004; BULEA, 2010). Our study is also based on studies produced in Brazil which consider teaching as work (LOUSADA, 2006, 2011; MACHADO, 2004, 2007), as well as in many theoretical contributions from Clinic of Activity (CLOT, 1999, 2001a, 2008) and Ergonomics of Activity (FAITA, 2004, 2011; AMIGUES, 2002, 2004; SAUJAT, 2004). The results of our analyzes led us to two conclusions: we could observe some queries from the beginning teachers of FLE who participated of our research and their opinion on their own difficulties. Besides that, we could observe that the fact participants verbalized and generalized their lived experience allowed the construction of notions of the teacher of FLEs work. Among other contributions, we highlight that our research confirmed the role of the allo-confrontation as an instrument (VYGOTSKI, 1934/1997) that contributes to think about ways of doing teachers of FLE work and to their development.

This diploma thesis defines the co-teaching in relation to individualization of students. It describes the benefits of co-teaching for the beginning teacher. It is divided into theoretical and practical part. The theoretical part describes the co- teaching in relation to individualization and differentiation of teaching, including historical context. It compares co-teaching with a student' assistant and a teacher's assistant. It analyzes the conditions and financing of the co-teaching at the elementary school. I focus on co-taught classes based on comparative study in the practical part. I compare educational conditions of students with learning disabilities in the co-taught class, in the class with the teacher's assistant and the student's assistant. The thesis is devoted to co-teaching, under what conditions it works, what are the benefits of co-teaching in relation to individualization of students during their education. KEYWORDS Co-teaching, funding co-teaching, beginning teacher, individualization of the student, innovation

Attrition rate is high for beginning teachers in an urban school district in the Northeast United States. Without a proper support system in place, new teachers struggled transitioning from their preparation programs into the classroom. This study focused on recent graduates from a teacher preparation program at a large local university. The purpose of this study was to investigate the perceptions of preparedness of recent graduates from the Teacher Education Accreditation Council (TEAC) accredited preparation program. The TEAC standards provided the conceptual framework which informed the interview guides. The research questions focused on the perceived readiness of new teachers, the skills or aptitudes identified as strengths or weaknesses due to perceived gaps in preparation, and how teachers adapted what they learned in the graduate program. Using a case study design, the insights of eight recent graduates, with fewer than two years of experience, and 2 supervising professors from the university who had supervised student teachers were captured. Purposeful sampling was used to select the participants. Emergent themes were identified through an open coding process, and the findings were developed and checked for trustworthiness through member checking and triangulation. The findings revealed five perceived new teacher weaknesses: parent involvement, math instruction, classroom technology, time management, and teacher stress management. The culminating project for this research used these results to inform the content of a professional development workshop for new teachers. This study has implications for positive social change by providing a structure for improving the preparedness of new teachers.

This project study addressed the problem of induction teacher attrition at a rural middle school in the Southeastern United States. The study consisted of a program evaluation of a new induction program to ascertain the program's effectiveness in reducing induction teacher attrition. The theoretical framework for this study was Social constructivism. The goals of the evaluation were to (a) examine evidence supporting the effectiveness of the program, (b) identify whether the program helped the school to meet its new-teacher retention goals, and (c) evaluate induction program processes for their possible revision and improvement at other rural middle schools. A qualitative summative program evaluation using an anonymous online survey was used to gather qualitative data from 19 induction contract teachers at the school. Text analysis was used to search and categorize responses and identify frequently used words and phrases. The results showed that the revised induction program did not influence attrition positively or negatively. However, participation in the induction program provided a positive social outlet for new teachers at the school. The evaluation report included recommendations for program improvement, including the hiring of additional staff to improve induction teacher attrition rates. Implementation of these recommendations may affect positive social change by improving rural induction programs and induction teacher retention.

The decline in teacher retention is a growing problem in the 21st century. Beginning teacher turnover rates have grown by 50% over the past decade, with the national rate increasing to over 20%. Beginning teachers entering the profession are leaving within their first 3 years, with half leaving the profession in the first 5 years. To meet their growing needs, districts and states spend billions of dollars to recruit, hire, and try to retain new teachers. The purpose of this case study was to examine beginning teachers' perceptions of their teacher mentoring program located in an urban school district. Bandura's social cognitive theory, socio-cultural theory, and Knowles's adult learning theory were used to frame this investigation. The research questions examined the extent to which beginning teachers perceived their current mentoring program's strengths and weaknesses, the mentoring strategies used, and the improvements that could be made to the program. Interview data and transcripts from 10 beginning teachers were examined through coding that established common themes among teacher perceptions. The results revealed the importance of having a mentor and the need for more structure, more collaboration, and more support in the program. The findings from this study were used to create a 3-day workshop that includes the identified themes. Implications for positive social change include strengthening mentoring programs through professional development with more attention to structure, collaboration, and support to help transition beginning teachers into the teaching profession so that they remain.

Low job satisfaction among novice teachers is a problem that has become a concern for administrators at school districts, advancing the need for effective mentoring and induction programs. Induction programs provide opportunities for collaborative relationships through mentoring support to address areas such as professional growth and development, teaching practices, and other challenges faced in the early years of novice teachers' careers. The purpose of this correlational explanatory study was to examine the relationship between mentoring support and novice teachers' job satisfaction at a school district in southern USA. Herzberg's motivation-hygiene theory was the theoretical foundation for the study. The research questions examined the relationships between 3 components of mentoring support (professional growth and development, mentoring, and teaching practices support) and job satisfaction among novice teachers (those with less than 3 years teaching experience) as measured by the Beginning Teachers Survey and the Job in General Survey respectively. The population was comprised of 1,954 teachers who were identified by the district as novice teachers. Of the 114 principals in this district, 32% sent the survey link to the 112 novice teachers at their schools and 78 novice teachers completed the online questionnaire (a response rate of 70%). The Spearman rho coefficient showed moderate, significant relationships for all 3 components of mentoring support. The correlation values in this study ranged from r = .52 to r = .61. This might lead to positive social change by having committed teachers with teaching experience, which would increase students' success. Student success, after all, is the most desirable outcome for students, teachers, and the community. Creating committed teachers requires an effective mentoring support program.

In 2003, California's Beginning Teacher Support and Assessment (BTSA) program had 145 programs throughout the state, organized into five clusters. The purpose of this study was to investigate how selected BTSA programs addressed BTSA Standard #3 (collaboration) for teacher induction. Five research questions were addressed. Twenty-six representative programs comprised the study sample. A questionnaire was developed by the researcher based on review of prior research in collaboration. Nineteen factors related to successful collaboration were identified. They were sorted in to six components of similar factors. A minimum of three questions were designed and field-tested for each component for a questionnaire. The questionnaire was returned by thirty respondents: twenty-one district-based BTSA directors and fifteen representatives of higher education institutions. Findings were conclusive. All programs were described by both sub-samples as successful. All six components and nineteen factors identified through the research literature were present in all programs. No additional components were identified in any program. While a prior successful working history with the collaborating partners and ongoing regular communication emerged as the most frequently named reason for success, all six components were identified as important for success. The most frequently identified problem was with the turnover of representatives of the higher education institutions and with the related difficulty of maintaining effective communications through the life of the program. Reward structures within higher education that do not support collaborative work with schools was named as the primary perceived reason for the pervasive pattern. The inability of higher education institutions to respond quickly to conditions of rapid change was also named as a related issue. Federal and state programs that fund targeted projects but allow flexibility in implementation were found to be successful. Future research should be done on the interrelationships of the components of collaboration, on modification of the reward systems of institutions of higher education; and on the development of federal and state policies that continue to support funding of local, flexible solutions to issues of school change.

The fragmentation of teachers' work, through isolation and the absence of structures for collegial interaction, make teaching a very solitary and private kind of work that has far reaching implications. Although teacher isolation is recognized as an ongoing problem and a detriment to the teaching profession, empirical evidence of what principals are doing to reduce teacher isolation and to promote collegiality is limited. The purpose of this research study was to identify how elementary school principals are reducing teacher isolation, promoting collegiality, and facilitating beginning teacher induction. The researcher examined the perceptions of 331 public elementary principals throughout California regarding these issues. Data were gathered through a 72 item questionnaire designed for this research study based on the literature, and descriptive statistics were used to organize and analyze the data. In general, most principals indicated that they were implementing many practices discussed in the literature that contribute to reduced teacher isolation and greater collegiality. For example, most principals indicated that they have a collaborative leadership style, implemented collaborative professional development, engaged teachers in shared decision making, and considered collaborative time for teachers to be very important. Most principals also claimed that their teachers preferred to work with colleagues to develop lesson plans and teaching strategies, were involved in change initiatives, and collaboratively worked to meet school goals. Practices that should be more fully implemented include aspects of teacher and mentor release time, teacher observations and feedback, teacher leadership, professional dialogue, and principals' involvement in the induction process. For example, principals and teachers must have ample opportunity to observe teachers and provide constructive feedback, principals should share with teachers the responsibility of planning and leading faculty and collaborative meetings, and principals should not rely solely on an induction program like BTSA for supporting beginning teachers but rather exercise their leadership role by being actively involved in the induction process. Recommendations for further study included conducting a teacher survey and personal interviews with principals and teachers, because principals may have responded to the survey in an idealistic fashion that was contrary to their actual practices or philosophy.

The purpose of this research is to understand the California Beginning Teacher Support and Assessment Program through the eyes of school principals. This study described how principals perceive: (a) the use of Standards of Quality and Effectiveness for Beginning Teacher Support and Assessment Programs , (b) the barriers to supporting the program, and (c) the effects of the induction program on students, experienced teachers, and school culture. A survey was developed from elements in Standards of Quality and Effectiveness for Beginning Teacher Support and Assessment Programs . Survey data were collected and organized to accurately reflect principals' experiences. Narrative comments to four open-ended questions were analyzed, and common themes were identified. The findings of this study indicate that principals hold the Beginning Teachers Support and Assessment Program in high regard. This study provides details about how principals perceive the communication and confidentiality within the program, the role of the principal, and the role of the support and assessment activities for new teachers. Principals also reported that the program has a positive impact on students, school culture, and experienced teachers. This study provides insights into the operation of a Beginning Teacher Support and Assessment Program. These insights provide a beginning for informed discussions that will lead to a greater understanding of the role of principals in the induction programs for new teachers.

This diploma thesis summarizes the knowledge in the field of professional readiness of beginning teachers with a focus on beginning teachers of primary schools. Literary research of Czech and foreign professional sources was used together with the use of conclusions from research surveys dealing with beginning teachers. The aim of the theoretical part of the work was to create a list of concerns and problems that beginning teachers most often face. In connection with this, to find out in the research part what view the mentor teachers have on the professional readiness of beginning teachers. The mentor teachers were chosen as the respondents for the qualitative survey, as they are in close and often regular contact with beginning teachers. The results show that there are areas in which beginning teachers are very well prepared from university studies, and then there are also areas in which mentor teachers are very helpful.