The purpose of this essay is to find out if there are any differences between what teacher trainees expect and what teachers claim in a number of areas in English teaching at upper secondary schools. More specifically, are there any differences in expectations and claims between the two groups when it comes to the use of course books, the national tests, setting grades, grammar teaching and the use of movies in course A English. The involved trainees were on their last year of teacher training and the involved teachers had worked for a maximum of two years. In order to carry out the research, both quantitative- and qualitative interviews with teacher trainees and teachers were done. In the quantitative interviews, trainees and teachers answered questions about the mentioned topics and were also asked to write what they expect or claim to be the most difficult and easy area in the English teaching classroom. In addition, the qualitative interviews with six trainees and teachers gave voices to what the two groups declared. According to my findings, there are differences in all but one topic. The conclusion also suggests what can be made in teacher training education in order to declare the gap between trainees and teachers become smaller.

This study examines the perceptions of new teachers regarding the benefits of full-time mentorship based on one particular new teacher induction program. Six new teachers and three mentors were interviewed in this study. Data indicated that full-time mentors could effectively introduce new teachers into the teaching profession if certain conditions were present. New teachers perceived the following benefits from effective full-time mentorship: increased confidence in their abilities, opportunities for non-evaluative observation and feedback, practice teaching of lessons prior to administrative evaluations, support with resources and materials specific to their situation, and the opportunity to ask critical questions in complete confidence. However, these benefits were not perceived when an unmanageable mentor-to-teacher ratio was present. One finding not prevalent in the literature was the characteristic of disassociation whereby teachers new to the profession had difficulties disassociating their professional work lives from their personal lives. The suggestion is made that further study is warranted to determine if the characteristic of disassociation could be used as a predictor of new-teachers at risk of leaving the profession. This study concludes by making eight recommendations for improving full-time mentor support and new teacher induction.

This study examines the perceptions of new teachers regarding the benefits of full-time mentorship based on one particular new teacher induction program. Six new teachers and three mentors were interviewed in this study. Data indicated that full-time mentors could effectively introduce new teachers into the teaching profession if certain conditions were present. New teachers perceived the following benefits from effective full-time mentorship: increased confidence in their abilities, opportunities for non-evaluative observation and feedback, practice teaching of lessons prior to administrative evaluations, support with resources and materials specific to their situation, and the opportunity to ask critical questions in complete confidence. However, these benefits were not perceived when an unmanageable mentor-to-teacher ratio was present. One finding not prevalent in the literature was the characteristic of disassociation whereby teachers new to the profession had difficulties disassociating their professional work lives from their personal lives. The suggestion is made that further study is warranted to determine if the characteristic of disassociation could be used as a predictor of new-teachers at risk of leaving the profession. This study concludes by making eight recommendations for improving full-time mentor support and new teacher induction.

The grounded theory presented in this study describes practices elementary principals utilize in influencing new teachers to remain in education. Eleven teachers and three elementary principals from one school division in Virginia participated in this study. Interview data were collected, elementary principals were shadowed, and documents were analyzed. Thematic categories and sub categories were formed through data analysis. The grounded theory that resulted from this study is: principals who create an atmosphere of trust, of mutual respect, and of service to children within a school foster teachers who state they feel successful, valued, safe, loyal, and professional and want to and expect to continue teaching. New teachers reported three themes that created their sense of success, value, safety, loyalty, and professionalism. Those themes are: (a) support; (b) communication; (c) first year success stories. Principals stated they employed a variety of practices to create the climate identified by the new teachers. The practices are: maintaining an open door policy, utilizing positive communication, developing leadership teams, encouraging professional development, designing and implementing support structures, providing opportunities for professional development, participating in decision making, encouraging and expecting peer collaboration and child centered instructional and behavioral programs. / Ed. D.

It is a well-known fact that entering the teaching profession can be a challenge for nearly anyone (Kronowitz, 2004). Recently, the discussion has shifted to looking at strategies to assist the new teachers in making the transition (Portner, 2005; Sweeny, 2008), with an attempt in the province of Ontario through the implementation of a provincially mandated New Teacher Induction Program (NTIP) legislated 2006. Yet, since programs like Ontario’s NTIP are still fairly new, concerns exist as to the effectiveness and ideal structure of induction programs (Glassford & Salinitri, 2007; Tait, 2005; Cherubini, 2009; Robinson, 1998; Johnson & Kardos, 2010), with little recognition of the role of school culture only peripherally addressed within induction literature. Therefore, the intent of this study was to examine the experiences of new teachers who have previously completed the Ontario NTIP program in order to understand the impact of induction programs on the process of new teacher socialization. In order to carry out this study, a combination of document analysis and individual interviews was used. The findings reveal an emphasis upon evaluation within the program documents, unclear roles, the absence of school culture, and little information to ensure proper implementation of the program. Three themes emerged from the interviews. First, the participating new teachers identified the need for support beyond the first year of teaching. Secondly, there seemed to be a general confusion about NTIP with regards to elements, outcomes, and roles among the participants. Finally, responses indicated that mentoring was important for a teacher to feel comfortable in his or her role. Implications of this research extend to the design and long-term support specifically needed for new teachers, establishing the need for direct consideration of school culture and teaching context upon a new teachers’ transition. This research suggests that NTIP documentation be revised to consider all elements more appropriately and for school boards and schools to recognize the role of a new teacher within the environment, and attempt to establish a mentoring culture. / Thesis (Master, Education) -- Queen's University, 2013-08-07 20:46:39.579

This research study examines the status of mentoring programs for beginning teachers in Manitoba’s public school divisions. Based on reviewed literature, a distinction is made between formal and informal mentoring programs for beginning teachers. The study is a naturalistic inquiry using a semi-structured interview protocol. Twenty four of 38 school divisions in Manitoba participated in the study. Interviewees were asked if the school division had a formal mentoring program in place, the histories, goals and rationales of their formal mentoring programs, and the strengths and challenges of the mentoring programs. If the division did not have a formal mentoring program, they were asked to comment on the way they support beginning teachers and on rationales for not having a formal mentoring program. Based on the school divisions interviewed, the study found that the province was almost evenly split between divisions with formal mentoring programs and those not having formal programs. However, formal programs were more prevalent in urban areas than in rural and northern areas. Mentoring was recognized as a strong support for beginning teachers providing benefits to the beginning teacher, the mentor and the school division. Programs varied greatly from division to division with little or no communication or collaboration between divisions to develop a common program as is done in some other Canadian provinces. The challenges for school divisions to offer formal mentoring programs included time, money, and geography. The study offers five recommendations to support beginning teachers. / May 2017

The focus of this dissertation is on the induction and mentoring experiences of new English as a Second Language (ESL) and bilingual teachers. Included in the dissertation are three manuscripts: a systematic literature review of the experiences of and supports for new ESL/bilingual teachers, a descriptive analysis of their induction, and an inferential analysis (i.e., regression) of the extent to which working with a mentor improved their first-year instruction. The first manuscript (Chapter 2) is a systematic review of peer-reviewed articles documenting the experiences of and supports for new ESL/bilingual teachers in U.S public schools. Findings from 32 studies published from 2002-2020 were synthesized into three overarching themes (i.e., instructional contexts and roles; social contexts of teaching; formal induction supports). Many new teachers experienced challenges in their instructional contexts and roles and struggled to connect socially with others in their schools, leading to physical segregation and marginalization. Moreover, only a few studies elaborated on specific induction and mentoring supports. Manuscript 1 concludes with suggestions for researchers and implications for K-12 school leaders, teacher educators, and new ESL/bilingual teachers. The second manuscript (Chapter 3) presents the findings of a secondary descriptive analysis of new ESL/bilingual teacher induction using the nationally representative 2011-12 Schools and Staffing Survey Teacher Questionnaire. Findings provide a first of its kind national profile of their induction supports, levels of perceived preparedness for the first year, and demographic characteristics, as well as a comparison to new general educators. Findings indicate that a lower percentage of new ESL/bilingual teachers than general educators received important induction supports (i.e., administrator feedback, same-subject mentoring, and frequent mentoring) and were not well prepared for critical teaching tasks (e.g., assessing students). Demographically, a higher percentage of new ESL/bilingual teachers than general educators were teachers of color. The manuscript concludes with directions for future research and implications for teacher educators and school leaders. The third manuscript (Chapter 4) investigated which mentoring components (i.e., same-subject mentors, frequency of mentoring, and other mentoring activities), predicted new ESL/bilingual teachers' perceptions that their mentors helped improve their first year of teaching. Using a nationally representative sample of ESL/bilingual teachers. I found that frequent weekly mentoring, help with developing student assessment tools, and help with paperwork/record keeping were statistically significant predictors of the extent to which new ESL/bilingual teachers indicated their mentors improved their first-year teaching. I conclude with suggestions for future research and improving mentoring programs for new ESL/bilingual teachers. / Doctor of Philosophy / The induction and mentoring experiences of new general educators are well documented; however, we know little about the experiences of new English as a Second Language (ESL) and bilingual teachers. This dissertation, comprised of three manuscripts, explores their induction and mentoring experiences. Chapter 2 reviews the literature published between 2002-2020 on the experiences of and supports for new ESL/bilingual teachers. Findings revealed that new ESL/bilingual teachers experienced challenges in instructional contexts and their roles, struggled in social contexts with other teachers and administrators, and sometimes felt marginalized and physically segregated in their schools. Moreover, evidence of induction and mentoring supports were limited. Chapter 3 presents findings from a secondary descriptive analysis of new ESL/bilingual teacher induction using nationally representative data. Findings suggest that low percentages of new ESL/bilingual teachers perceived themselves to be prepared in the first year for key teaching tasks and others did not have common induction supports. Moreover, these findings were compared with new general educators' revealing differences in descriptive results. Chapter 4 explores the mentoring experiences of new ESL/bilingual teachers. Using a nationally representative sample and regression, findings reveal that a number of new ESL/bilingual teachers did not have weekly mentoring with same-subject mentors, nor did they participate in important mentoring activities. Regression results revealed that weekly mentoring, help with paperwork/record keeping, and help with developing student assessments were statistically significant predictors of the extent to which new ESL/bilingual teachers perceived that their mentors improved their first-year teaching. Discussions in each manuscript provide suggestions for future researchers and implications for school leaders and teacher educators.

abstract: New teachers quit the profession at high levels, particularly in rural and urban schools. These high rates of turnover create staffing issues, particularly in high-needs areas like math and special education. High levels of stress and dissatisfaction with the profession have been cited as common reasons teachers exit the profession within the first few years. However, positive interventions from the field of positive psychology as well as mindfulness have been used in the workplace and have been found to support increasing wellbeing as well as reducing stress. This study defines workplace wellbeing as a construct of positive emotions, engagement, positive relationships, meaning/purpose, achievement and health within the workplace. In this mixed methods quasi-experimental study, 26 new teachers within a large suburban schools were sorted into experimental (n=13) and a control (n=13) groups. The experimental group was provided with a mindfulness training (in-person or virtually) as well as was asked to journal twice a week about three things that went well during the week, why those things went well, and what impact that had on students. The experimental group was invited to share their journals with their Teacher Induction and Support Program (TISP) coach in-person during their weekly confidential meetings. The control group was asked to write down any three things that occurred over the week (positive, negative, or neutral) and was also invited to share this with their TISP coach. Participants completed journals for the months of November, December, and January. All participants took a workplace wellbeing survey (developed by Peggy Kern and used with permission of Dr. Kern) at October, December, March and June. Additionally, five participants from the control group and five participants from the control group were interviewed about their experiences as new teachers and their experiences using the interventions. Participants in the control group experienced decreases in their workplace wellbeing throughout the year whereas participants in the control group experiences steady or increases to their workplace wellbeing, particularly in the areas of positive emotions, relationships, meaning, and self-efficacy. Participants in the experimental group also reported mindfulness practices increased their confidence and promoted positive emotional regulation that supported a positive classroom, despite challenging student behaviors. While this study uses a small sample size, these findings were confirmed in qualitative data, quantitative data, and are consistent with findings in related literature. While the findings are consistent with findings in related studies utilizing positive interventions and mindfulness within the workplace, these findings run counter to studies on the emotional experiences of teachers which assert that teacher’s (particularly new teachers) experience high levels of negative emotions and stress, particularly during the middle of the year. The findings from this dissertation suggest positive interventions and mindfulness may bolster new teacher’s workplace wellbeing and self-efficacy during the first year. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2018

The aim of this study was to examine first year teachers' experiences incorporating instructional technology into their teaching through the lens of Technology-Pedagogical Content Knowledge. Technology-Pedagogical Content Knowledge is a fairly new concept drawn from the concept of Pedagogical Content Knowledge, originating with Shulman. Participating teachers were graduates of a Southwestern University's College of Education laptop initiative that required all College of Education students to purchase a laptop. The laptop was used throughout their pre-service teaching course work. The first graduating cohort of this initiative was surveyed during their first full year of teaching. Ten of those surveyed then participated in interviews and journal writing related to their technology integration experiences. Results indicated that for the most part these new teachers are not facing access and support related barriers to technology use, though time constraints are still an issue. Results also indicated that the teachers are using technology in their instructional activities, and are continuing to grow in their technology integration skills. The basis in technology use from their College of Education combined with the technology-supportive school atmosphere in which they teach appears to be an environment that is fostering teachers who are willing to experiment with technology integration and are planning how to integrate it more in the coming school year. Their understanding of the connections between technology, content and pedagogy, their t-PCK, are developing and transforming. Impact on the field includes a greater understanding of how teachers come to design lessons for technology integration as well as a greater understanding of how graduates from teacher preparation programs with an emphasis on technology integration are able to apply their skills upon entering the teaching field. / text

Η παρούσα έρευνα αποσκοπούσε στη διερεύνηση των επιμορφωτικών αναγκών των νεοδιόριστων εκπαιδευτικών που συμμετείχαν στην εισαγωγική επιμόρφωση του ΠΕΚ Πάτρας την περίοδο 2009-2010, ως αναφορά το βαθμό και το είδος της βοήθειας που πρόσφερε η εισαγωγική επιμόρφωση όταν ανέλαβαν τα καθήκοντά τους. Παράλληλα γίνεται προσπάθεια ανίχνευσης των προβλημάτων που αντιμετωπίζουν οι νεοδιόριστοι εκπαιδευτικοί στο εκπαιδευτικό τους έργο κατά την πρώτη φάση ανάληψης των καθηκόντων τους. Για τη μελέτη των παραπάνω θεμάτων χρησιμοποιήθηκε ως γενικό θεωρητικό πλαίσιο ο δομολειτουργισμός και ειδικότερα ο δομολειτουργισμός του Merton. Ως ερευνητικό εργαλείο χρησιμοποιήθηκε η ημιδομημένη συνέντευξη. Για την επεξεργασία των δεδομένων χρησιμοποιήθηκε η ποιοτική ανάλυση περιεχομένου. Τα αποτελέσματα της έρευνας έδειξαν ότι οι νεοδιόριστοι εκπαιδευτικοί βοηθήθηκαν από το πρόγραμμα της εισαγωγικής επιμόρφωσης αν και τα προβλήματα και οι επιμορφωτικές τους ανάγκες κατά την φάση ανάληψης των καθηκόντων τους είναι πολλά και ποικίλα. / This study aims to investigate the training needs of newly appointed teachers who participated in the initial training of PEK Patras during the period 2009-2010, regarding the degree and the type of help the initial training offered them when they took over their duties .We are also making an effort to find the problems that newly appointed teachers are dealing with at their educational work during the first phase of undertaking their duties .In order to investigate the above-mentioned subjects ,as a general theoritical context we have used structural functionalism of Merton .As a research tool in our study we use the semi – structured interview. In order to analyze data qualitative content analysis has been used .The results of the study showed that they were helped by the initial training program while the problems and the needs during the phase of undertaking their needs are several and diverse.