Instructional scaffolding is a powerful tool that many teachers utilize to meet the challenge of individualizing instruction for diverse learners. The concept of instructional scaffolding is complex (Meyer, 1993), in that teachers have to determine what, how much, and what kind of help to give to students in a moment’s notice (Rodgers, 2004/05). Gaining expertise with scaffolding can take years, which leads us to worry about the effectiveness of novice teachers. A scarcity of research examining how to support a teacher’s development of instructional decisions such as scaffolding is reported (Anders, Hoffman, & Duffy, 2000). The ability to make scaffolding decisions requires teachers to be cognitively flexible, drawing from multiple domains of understanding to meet the individual needs of a group of students. However, little is known about which domains and understandings teachers draw on during scaffolding events or the rationales underlying this decision-making process. This naturalistic study examined the decision-making processes of a novice elementary ESOL teacher as she scaffolded instruction for her third-grade students. As she videotaped what she considered to be a successful scaffolding event each week, we unpacked the event together using the lens of Cognitive Flexibility Theory (CFT). The guiding questions were: (1) How can the decision-making processes underlying a novice ESOL teacher’s instructional scaffolding be described? (2) How can the lens of Cognitive Flexibility Theory inform a novice ESOL teacher’s scaffolding decisions? Data sources included interviews, field notes, and reflections of the sessions. Constant comparative analysis (Glaser & Strauss, 1967; Miles & Huberman, 1994) was used to analyze data. Rigor was demonstrated by establishing credibility, transferability, dependability, and confirmability (Lincoln and Guba). A grounded theory model of a kaleidoscope was created to describe the novice ESOL teacher’s decision-making processes during scaffolding events. The participant’s decisions were influenced by a variety of pedagogical and contextual domains while also being impacted by her views on scaffolding, on assessment, and on the connection between theory and practice. The participant’s conceptions of scaffolding became more complex and her confidence and sense of agency became stronger as a result of mentoring underpinned by CFT.

The focus of this study was on the factors that play a role in preparing novice teachers for their first Admission Review and Dismissal (ARD) committee meeting. A mixed methods approach was used to answer the research question: Which resource plays a stronger role in the preparation of novice teachers for their first ARD meeting, previous college preparation courses, involvement in a mentoring program, or a Mock ARD Training Video specific to the district’s current expectations of an ARD meeting? This study incorporated pre- and post-surveys and interviews with novice teachers in various departments and grade levels after participating in their first ARD committee meeting. Due to the small sample size available of novice special education teachers in the district in one school year (three in 2012-2013), this study involved both general education and special education novice teachers during the 2012-2013 school year. Based on the findings of this study, recommendations were made to the district to address the identified areas of continued need as they apply to the ARD meeting process.

This qualitative dissertation research explored the case studies of four novice special education teachers who were the primary instructors for English language arts for students in grades three through eight with an I.E.P. This study addressed the teachers' perspectives, beliefs, practices, and related induction needs concerning their construction of exemplary practice in the teaching of wtiting. Exemplary writing instruction is defined by the inclusion of (a) the professional standards found in the state of Illinois Professional Teaching Standards, Illinois English Language Arts Standards for All Teachers and (b) the Exceptional Needs Specialist Standards of the National Board for Professional Teaching Standards. Data were obtained over the course of three months from audio-taped, semi-structured interviews, three full class period non-participant observations, and an open-ended written questionnaire addressing the following primary research questions: (1) How do the descriptions by special education teachers of exemplary practice in the instruction of writing align with the professional standards? (2) What do special education novice teachers percieve as the role of teacher educators, mentors, other teachers, administrators, as well as classroom and school contexts, in learning and applying the professional standards in their writing practices? (3) How do novice special education teachers' beliefs about the learning and instruction of writing influence their acquisition of pedagogical knowledge pertaining to the professional standards in their writing practices? All data were transcribed and analyzed from a theoretical perspective of socially situated constructivist learning first by open coding and then coded by research question through cross-case analyses. Data were then analyzed by open-coding, followed by the coding of each research question utilizing a case-by-csae analyses. Data were further analyzed by comparative analyses of data collected by interviews, observations, and open-ended questionnaires to determine emerging patterns, categories, themes, and discrepencies. Findings indicated five emergent themes or issues and associated sub-themes of teacher as learner as common across cases and within- case findings were distributed throughout. These five major themes were (1) k-12 experience in learning to write, (2) learning to teach writing in teacher education programs, (3) learning to teach writing as practicing teachers, (4) preferred ways to learn to teach writing, and (5) novice special education teachers' beliefs about the learning and instruction of writing. The novice special education teachers' need for professional development induction support networks pertaining to the acquisition of pedagogical content knowledge for writing was another emergent category that was addressed in the findings for research question two. The findings were presented and discussed to illuminate the novice teachers' perspectives, beliefs, practices, and needs concerning teacher education, induction, and professional development in constructing exemplary writing instruction. Implications for teacher education, induction, professional development and further research were also discussed.

Comment s'approprie-t-on les règles de métier lors de l'année de stage de titularisation des enseignants débutants ? La conception traditionnelle de l'enseignement donne un rôle crucial aux experts et porte l'attention sur la place des collectifs professionnels dans le développement de l'activité des enseignants en formation. La sociologie a-t-elle à dire ou à redire face à cette approche ? Fruit d'une enquête de terrain sur trois établissements scolaires, nos résultats montrent que la relation dyadique classique, tuteur expert / novice, ne permet pas toujours aux novices de s'approprier les règles de métier. Cette configuration dyadique ne favorise pas le jeu de l'argumentation et de la contre-argumentation permettant via des accords ou des désaccords, l'apprentissage des règles. Ne conviendrait-il pas mieux d'introduire un tiers pour dépasser les freins statutaires qui brident la relation ? C'est ce que nous avons choisi de faire à partir d'une démarche expérimentale qui repose sur la mise en place d'une relation triadique. Le tiers élève le niveau de la contrainte de justification, et les conseils du tuteur ne peuvent plus s'appuyer uniquement sur l'avantage statutaire dont il bénéficiait jusqu'alors. Ce dispositif permet au stagiaire, au risque du conflit, engageant la nécessité d'opération de relativisation et de compromis, d'accéder aux règles enseignées par le tuteur, restées jusque-là inaccessibles. / How do the rules are appropriated during the year of preservice teachers? The traditional conception of education gives a crucial role to the experts and focuses on the place of professional collectives in the development of the activity of teachers in training. Does sociology have to say or complain about this approach? The result of our survey based of three schools, show that the classical dyadic relationship expert-tutor / novice does not always allow novices to appropriate the rules of trade. This dyadic configuration does not favor the game of argumentation and counter-argumentation through agreements or disagreements and get difficult the learning of rules. Would not it be better to introduce a third party to overcome the statutory obstacles breaking the relationship. This is what we choose to do from an experimental approach based on the establishment of a triadic relationship. The third party raises the level of the justifying constraint and the tutor's advice can no longer rely solely on the statutory advantage he enjoyed hitherto.

Submitted by William Paiva (williampaiva17@hotmail.com) on 2015-04-07T16:52:16Z No. of bitstreams: 1 Adriana Guimarães Antunes.pdf: 474039 bytes, checksum: aa728a53861e1dad0d703d8ce73b89e9 (MD5) / Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-04-10T16:56:51Z (GMT) No. of bitstreams: 1 Adriana Guimarães Antunes.pdf: 474039 bytes, checksum: aa728a53861e1dad0d703d8ce73b89e9 (MD5) / Made available in DSpace on 2015-04-10T16:56:51Z (GMT). No. of bitstreams: 1 Adriana Guimarães Antunes.pdf: 474039 bytes, checksum: aa728a53861e1dad0d703d8ce73b89e9 (MD5) Previous issue date: 2013 / Este trabalho propõe-se a investigar como o linguajear e o emocionar da docência modificam-se no início da carreira. O estudo foi desencadeado pelo desconforto que a metodologia do ensino de Matemática, baseada em sua maioria na apresentação do conteúdo e na realização de exercícios, causava tanto nos estudantes quanto na professora. A situação vivenciada nos primeiros anos da docência indicava a necessidade de estabelecer outro linguajear e emocionar com os estudantes, que favorecesse suas aprendizagens e não mais os negasse enquanto sujeitos aprendentes. Escolhemos a metodologia de Projetos de Aprendizagem como proposta facilitadora da aprendizagem, o que demandou a construção do saber no coletivo. Para conhecermos as transformações no linguajear e no emocionar foi necessário utilizar um instrumento de acompanhamento das atividades docente. Escolhemos o diário de aula como instrumento para o registro da experiência vivida no ensino de Matemática, de junho a dezembro de 2012, com os alunos do sexto e sétimo anos, de uma escola da rede pública de ensino. Analisamos e discutimos a narrativa presente no “Diário de uma professora iniciante” a partir da Investigação Narrativa, que se constitui tanto como fenômeno que se investiga quanto método de investigação. O conversar no diário mostrou uma professora iniciante com muitas inquietações em relação ao seu fazer docente, trazendo indicadores da insatisfação com a metodologia de ensino utilizada e o quanto o trabalho na perspectiva reprodutiva refletia-se na falta de desejo de aprender dos estudantes. Revelou também um emocionar de conflito com as certezas relacionadas aos processos de ensinar e aprender. Na experiência, aprendemos a respeitar os diferentes sujeitos e aceitá-los na sua singularidade, a refletir na ação e a tomar decisões a respeito do que já estava determinado de antemão (sistema escolar, ambiente físico, relações sociais, finalidades e objetivos educativos) que normalmente não questionávamos. Refletir na e sobre a ação permitiu-nos compreender os fundamentos de um fazer que emergiu da constituição docente que, em sua maioria, ocorre pela incorporação de um modo de viver. Estar em constante processo de formação foi o que nos mobilizou e forneceu subsídios para realizarmos a reflexão e, consequentemente, modificarmos as condutas estabelecidas com os estudantes. Problematizar a própria ação e as questões que permeiam a profissão docente possibilitou-nos questionar e compreender as razões pelas quais definimos nosso linguajear e emocionar no espaço de sala de aula e qual cultura de escola queremos gerar com os alunos. Tomamos a reflexão sobre a reflexão na ação como estratégia que nos permitirá fazer a docência na objetividade-entre-parênteses e gerar uma cultura que legitime a ação de todos os sujeitos como protagonistas dos processos de ensinar e aprender, de forma recíproca e igualmente válida. / This study aims to investigate how the language and the emotion of teaching are modified in teacher's early career. The study was triggered by the discomfort that the methodology of teaching Mathematics, based mostly on the presentation of content and exercises, caused both the students and the teacher. The situation experienced in the early years of teaching indicated the need to establish another language and emotion with the students, which may favor their learning and no longer deny them as learners. We chose the Learning Projects methodology as learning facilitator proposal, which required the collective construction of knowledge. To find out the changes in language and emotion, it was necessary to use a monitoring tool for teaching activities. We chose the diary as a tool to record the experience in teaching Mathematics, from June to December 2012, with students of the sixth and seventh years of a public school education. We analyze and discuss the narrative present in "Diary of a beginning teacher" from Narrative Research perspective, which is both a phenomenon that is being investigated and an investigation method. The conversation in the diary showed a beginner teacher with many concerns regarding their teaching. It brings indicators of dissatisfaction with the teaching methodology applied and how the work in reproductive perspective was reflected in the students' lack of learning desire. It also revealed an emotion of conflict about the certainties of the teaching and learning processes. In this experiment, we've learned to respect the different subjects and accept them in their uniqueness; to reflect in the course of action and to make decisions about what was in advance already determined (school system, physical environment, social relationships, educational goals and objectives), which normally there were no questioning about. Reflecting in the course and about the action has allowed us to understand the acting bases, which has emerged from the teacher's constitution, which mostly occurs by the incorporation of a way of living. Being in a constant process of study mobilized us and provided subsidies to accomplish a strong reflection about our practices and, as a result, a modified behavior with the students. Problematizing the action itself and the issues that underlie the teaching profession enabled us to question and understand the reasons why we define our language and emotion in the classroom space and which school culture we want to create with the students. We take the reflection about the reflection in course of action as a strategy that will allow us to make the objectivity- between-parenthesis teaching and to generate a culture that legitimizes the action of all the subjects as protagonists of the processes of teaching and learning, in a reciprocal and equally way.

This Diploma Thesis examines how beginning teachers first grade of primary school work with textbook materials intended for educational area Man and his world. The thesis is divided into two main parts. On the theoretical part which discusses the typology of teachers, defines novice teacher and the problems that are faced by beginning teachers. Supporting the theory part consists of knowledge regarding textbook materials and textbooks, its functions, structure, roles, styles, use of teacher and teacher's level of dependence on the textbook. Work also maps the process of granting the approval clause. The practical part is based on the results of the survey, whose main objective is to see how beginning teachers to primary school used textbook materials in the planning and preparation of lessons, how often textbook materials used in the classroom and if they creates its own teaching materials. Keywords: novice teacher, textbook, textbook materials,

It is estimated the national teacher shortage will be approximately two million by the year 2010. Thirty to 50% of new teachers leave the profession within the first 5 years. In an effort to improve teacher quality and retain teachers, many states and local school districts have instituted induction and mentoring programs. The state of Utah's Early Years Enhancement (EYE) induction and mentoring program went into effect January 1, 2003. This purpose of this study was to examine how secondary novice teachers experience the mentorship requirement of the EYE program. A phenomenological approach was used to illustrate the lived experience of 19 Utah teachers who completed the mentorship and all other requirements of the EYE program in order to earn their Level 2 License and continue on in the profession. Some of the themes that emerged from the participant interviews are congruent with the literature in terms of the benefits of a mentorship. A majority of participants reported their mentorship was beneficial because their mentor was a source of advice and information; their mentor was a confidant who also inspired confidence; and they got along with their mentor. Included in the study are unanticipated perceptions regarding the portfolio and the Praxis II requirements of the EYE program, giving a more holistic picture of what participants experienced during the mentor and induction process.

As English continues to become the universal language in commercial, educational and social settings worldwide, there is an increasing demand for English language teachers (ELT). While many teachers are native English speakers, many of them lack formal training in pedagogy and content knowledge. One challenge of novice teachers is how to create a learning experience that is both engaging and enjoyable for English language learners. Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) created by Dr. Lynn Henrichsen, is a basic but comprehensive program to provide skills and resources to teachers with limited formal training, time and financial resources. Two of the units of the BTRTESOL program focus on creating positive learning environments through the use of songs and games, thus improving motivation, participation and learning among English language learners. This project details the development of two BTRTESOL units titled "Using Songs to Increase Participation, Recall and Enjoyment" and "Using Games and Other Fun Yet Effective Activities for English Language Teaching." It also explains the rationale for using songs and games to enhance the curricula and provides practical examples for producing enjoyable and effective activities.

Individuals who desire to pursue the teaching profession have two primary paths for preparation: either completing a traditional college-based program or an alternative program. A generic qualitative inquiry methodology was used to explore the perspective of novice teacher participants on how prepared they felt based on the preparation program they participated in. Data gathering was accomplished through a novice teacher survey and seven one-on-one semi-structured interviews. The data from the novice teacher survey revealed that college-based preparation participants felt sufficiently prepared 33% of the time, while the alternative preparation participants felt adequately prepared 59% of the time. College-based preparation participants in the semi-structured interviews reported that observing veteran teachers was invaluable in preparing for the first year of teaching. The alternative certification program participants revealed that teaching was significantly more demanding and that teachers face challenges beyond delivering effective lessons. The alternative preparation program offered an extensive library of lessons and learning modules; however, there was little to no guidance on selecting which lessons and learning modules to review. Participants indicated that improvement in the support provided to the novice teacher during the first year is vital when transitioning from theory to practice. Continued examination of teacher preparation programs is imperative for improving the novice teacher experience. As the teacher preparation process continues to evolve, leaders must look no further than current novice teachers to determine where to improve.

ABSTRACT The purpose of this research was to study successful mentoring programs/approaches to determine factors that positively affect the training, sustaining, and retaining of novice teachers in elementary schools. The primary question was, how do novice teachers, mentors, and principals in elementary schools describe their mentoring programs? The study was also guided by one sub question: What effect has the COVID-19 pandemic had on the mentoring program? Three principals, five mentor teachers, and three novice teachers completed the survey and from the survey respondents, three principals, four mentor teachers, and three novice teachers participated in a 1:1 virtual or phone interview. A case study method was conducted to target effective strategies currently used by mentors and principals to support new teachers with 1 to 3 years' experience. Ten school-based educators participated in the research. Open-ended questions were posed during a structured 1:1 interview with principals, mentors, and novice teachers. Findings suggest that novice teachers, mentor teachers, and principals believe three factors significantly impact a mentoring program: support, accessibility, and collaboration. The aim in conducting this research was to add to the literature on research-based practices and the system-wide approach of mentoring novice teachers that empowers teacher effectiveness, improves instructional practices, and increases teacher retention. By understanding the fidelity, consistency, and the level of support, accessibility, and collaboration in which novice teachers were afforded authentic opportunities to observe, learn with and from peers, mentors, and the principal in a mentoring program can be postulated for consideration. Study findings showed that novice teachers, mentors and principals believe mentoring programs afford opportunities for professional development, regularly scheduled meetings, and check in times with novice teachers. Thus, the study showed that mentors value having more time to meet with novice teachers to "hammer out" things they get bogged down with and have reflective conversations. The findings also showed that novice teachers rely on support from mentors with parent conferences, classroom management, learning curriculum content, preparing for back to school night, progress reports, getting to know the staff, and navigating the school culture. In addition, the findings showed that overall, principals do not work directly with novice teacher. However, they maintain an open door policy; follow the school district's guidelines for establishing mentoring program within the school; collaborate with lead mentors to find the best fit to pair mentors with novice teachers and keep a pulse on the supports and needs of the program; participate in new teacher orientation; and check in with novice teachers. / Doctor of Education / GENERAL AUDIENCE ABSTRACT This study investigated the mentoring and induction programs that support novice teachers in elementary schools. The researcher conducted a study about how to support novice teachers through mentoring and induction in elementary schools to determine the factors that affect the training, sustaining, and retaining of novice teachers. The primary question was, how do novice teachers, mentors, and principals in elementary schools describe their mentoring programs? The study was also guided by one sub question: What effect has the COVID-19 pandemic had on the mentoring program? A survey was sent to five elementary school principals, five mentor teachers, and three novice teachers. Three elementary school principals completed the demographic survey and completed the 1:1 Zoom (audio recorded only) interview. Four mentor teachers and two novice teachers completed the survey and participated in a phone interview. In addition, one novice teacher completed the survey and participated in a 1:1 Zoom (audio recorded only) interview. A data analysis process was used to analyze the 10 participants' interview responses regarding how novice teachers were supported in a mentoring and induction program in elementary schools. Findings suggest that principals, mentors, and novice teachers alike considered support, accessibility, and collaboration critical characteristics in supporting novice teachers.