Submitted by Elise Dessotti (li_dessottii@uol.com.br) on 2017-10-11T14:46:57Z No. of bitstreams: 2 elise.dessotti.dissertação .pdf: 1789174 bytes, checksum: a73f689dbb5c13911209c38a911520c1 (MD5) digitalizar0007.pdf: 417197 bytes, checksum: 039ec72b8b71d7361e9240e89635b62d (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-10-11T16:13:44Z (GMT) No. of bitstreams: 2 elise.dessotti.dissertação .pdf: 1789174 bytes, checksum: a73f689dbb5c13911209c38a911520c1 (MD5) digitalizar0007.pdf: 417197 bytes, checksum: 039ec72b8b71d7361e9240e89635b62d (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-10-11T16:13:58Z (GMT) No. of bitstreams: 2 elise.dessotti.dissertação .pdf: 1789174 bytes, checksum: a73f689dbb5c13911209c38a911520c1 (MD5) digitalizar0007.pdf: 417197 bytes, checksum: 039ec72b8b71d7361e9240e89635b62d (MD5) / Made available in DSpace on 2017-10-11T16:14:08Z (GMT). No. of bitstreams: 2 elise.dessotti.dissertação .pdf: 1789174 bytes, checksum: a73f689dbb5c13911209c38a911520c1 (MD5) digitalizar0007.pdf: 417197 bytes, checksum: 039ec72b8b71d7361e9240e89635b62d (MD5) Previous issue date: 2017-08-10 / Não recebi financiamento / The present work has the objective to describe and understand the professional constitution of graduated students from teaching courses of UFSCar campus Sorocaba. The methodology is qualitative and interpretative, it has used as instruments to build the data a survey with the graduated students and semi-structured interviews with graduated students that became teachers in order to deepen the data. To understand the context of the research it has been done a documental analyses of the Political Pedagogical Project, the curricular matrixes and the general and specific curricular guidelines of each course. The first step of the building data was the application of a survey to all the graduated students of the teaching courses (Full time and nocturnal Biology, Geography, Mathematics, Chemistry and Physics) to create and analyze it has been used as categories three moments from teaching formation: initial formation, career beginning and continuous training (PACHECO; FLORES, 1999). The second step of the data building was the interviews with one graduated student from each course and to analyze were used the theoretical bases about teaching formation which involves initial and continuous training (PACHECO; FLORES, 1999; VAILLANT; MARCELO, 2012) the career beginning and its sustainability (HUBERMAN, 1997; MARCELO; VAILLANT, 2012; GUARNIERI, 2005. LIMA, 2006; HARGREAVES, 1998; FULLAN; HARGREAVES, 2000) and about professional identity (HALL, 2015; DUBAR, 2009) The main results highlighted that the graduated students feel secure about the specific contents and acknowledge that the professional constitution is a complex process, that it may gain contribution if university and school establish associations to diminish the distance from the institutions and between the theoretical-academic contents and practical. In relation to the career beginning and its sustainability the graduated students describe difficulties with the responsibilities and the conditions of the teacher work and the confrontation of the “real shock” (HUBERMAN, 1997); despite the difficulties, they keep themselves in the career because they find themselves in the students´ relationship and they like the profession. The professional identity is build along the lived experiences, but, they must deal with an identity crises (HALL, 2015) because the expectations from the scholar community are not the same as their own. They highlight the initial formation has a huge contribution to the career beginning and the professional constitution, but even bigger is the contribution from the school. / O presente trabalho tem como objetivo descrever e compreender a constituição profissional de egressos dos cursos de licenciatura da UFSCar campus Sorocaba. A metodologia de natureza qualitativa, tipo interpretativa, utilizou como instrumentos para a construção dos dados um questionário inicial com os egressos das licenciaturas e entrevistas semiestruturadas com os egressos inseridos na profissão docente para aprofundamento dos dados. A fim de compreender o contexto da pesquisa, foi realizada uma análise documental dos Projetos Político Pedagógico, das matrizes curriculares e das diretrizes gerais e específicas de cada curso. A primeira etapa de construção de dados foi a aplicação de um questionário para todos os egressos, formados até o primeiro semestre de 2015, dos cursos de licenciatura (Biologia integral e noturno; Geografia, Matemática, Química e Física). Para formulação e análise dos questionários, utilizaram-se como categorias os três momentos da formação docente: a formação inicial, o início de carreira e a formação continuada (PACHECO; FLORES, 1999). A segunda etapa de construção de dados foi a realização de entrevistas com um egresso de cada curso. Na análise, foram utilizadas as bases teóricas sobre formação docente que envolvem a formação inicial e continuada (PACHECO; FLORES, 1999; VAILLANT, MARCELO, 2012), o início de carreira e a sustentabilidade dela (HUBERMAN, 1997; MARCELO; VAILLANT, 2012; GUARNIERI, 2005; LIMA, 2006; HARGREAVES, 1998; FULLAN; HARGREAVES, 2000), e bases teóricas sobre a identidade profissional (HALL, 2015; DUBAR, 2009). Os principais resultados apontam que os egressos se sentem seguros em relação ao conteúdo específico e reconhecem que a constituição profissional é um processo complexo, que pode obter contribuições se a universidade e a escola estabelecerem parcerias, a fim de diminuir a distância entre elas e entre os conteúdos teórico-acadêmicos e práticos. Em relação ao início de carreira e à sustentabilidade, os egressos relatam dificuldades com as responsabilidades, com as condições do trabalho docente e com o enfrentamento do “choque do real” (HUBERMAN, 1997). Apesar das dificuldades, mantêm-se na carreira por encontrarem sentido nas relações com os alunos e por gostarem da profissão. Como a identidade profissional é construída ao longo das experiências vividas, pessoais e profissionais, eles vivenciam uma crise de identidade (HALL, 2015), uma vez que suas expectativas, ao ingressarem na profissão, não correspondem às da comunidade escolar. Os egressos destacam que a formação inicial contribui grandemente para o início de carreira e, consequentemente, para a constituição profissional, mas ressaltam que consideram o papel formativo da escola ainda mais relevante nesse processo.

The purpose of this thesis was to create an Online Mentoring website that would benefit teachers by helping them to feel more confident and efficient through their first couple of years teaching. Its focus is to provide new teachers access to all information involving its processes, procedures and expectations within a specific school site.

The significance of the project was to answer the call of California schools in their plight to stop attrition and retain teachers. This project alone or in conjunction with other programs offered by schools/school districts gives them another tool to reach their goal of 100% teacher retention. It is the belief of this project that the problems with retention could be diminished if not eliminated, by giving beginning teachers a handbook.

The purpose of the study was to: (a) determine to what extent the formalized teacher induction programs (TIPs) in Shanghai are perceived to be helpful for first-year public primary school teachers; (b) measure teacher self-efficacy and anticipated job retention of first-year teachers in Shanghai public primary schools; and (c) examine the degree to which these perceptions of helpfulness, teacher self-efficacy, and anticipated job retention are associated. In this study, retention is defined as remaining in a public primary school in Shanghai. Shanghai TIPs are one-year long, mandatory programs for first-year teachers in Shanghai public primary schools. The conceptual framework of TIPs includes four main components (orientation, mentoring, professional development, and teacher evaluations) as found in Horn, Sterling, and Subhan’s (2002) high-quality teacher induction program component model. An on-line survey was completed by 408 participants who held a bachelor’s degree or higher along with a teaching credential and who were within their first year of teaching in a public primary school located in Shanghai. They provided their demographic information and responded to items on a perception of TIP helpfulness scale (on orientation, mentoring, professional development, and teacher evaluations), the Teacher Self-Efficacy Scale (TSES-SF; for student engagement, for instructional strategies, and for classroom management), and an anticipated first-year teacher retention scale. Results of the study include: (1) Overall, Shanghai public primary school teachers perceived the level of TIP helpfulness to be relatively high; however, the levels of helpfulness varied across the four components (orientation, mentoring, professional development, and teacher evaluation); (2) Teacher self-efficacy regarding instructional strategies was reported to be higher than efficacy regarding classroom management and student engagement; (3) The majority of first-year teachers expressed agreement with plans to stay in the same position; (4) Perceptions regarding TIP helpfulness, overall, were not found to significantly correlate with teacher self-efficacy, overall; (5) To a limited extent (r= -.142, p < .01) self-efficacy scores negatively correlate with anticipated retention such that those expressing higher levels of teacher self-efficacy are those with lower anticipated teacher retention (as a public primary school teacher in Shanghai) scores, whereas a positive association was hypothesized; (6) The perception of overall TIP helpfulness was a statistically significant predictor of anticipated teacher retention; and (7) There is insufficient evidence to suggest that teacher self-efficacy mediates the effect of Shanghai TIP helpfulness, overall, on anticipated teacher retention. Additional findings, explanations, implications, and suggestions for future research are also discussed for Shanghai public schools.

Three first-year agriculture teachers were analyzed using the case study approach. The descriptive account presents each teacher's daily events in chronological order. Two traditional teacher education degree teachers and one alternative certified teacher are described. The descriptive account uses data gathered through transcribed daily logs, personal interviews, and participant observations. Each teacher experienced different daily events, however the data analysis revealed certain themes. Each teacher experienced difficulty in a particular area early in the school year and needed specific assistance. Also, student interactions greatly affected all three teachers. The teachers reported personal stress and frustration in the area of student discipline. As a result of some tragedy, each teacher served as a counselor to their students at some point in the school year. The teachers received many positive results from their Future Farmers of America local chapters. Another theme was observed in the area of instructional management. The teachers experienced varying degrees of difficulty in curriculum development, lesson planning, and teaching techniques. The area of time management caused problems for these teachers throughout the school year. Administrators also influenced the daily lives of these three beginning agriculture teachers. The area of health concerns was the final theme observed. All three teachers experienced illness during the school year. In addition, all three commented on the frequency that their students were ill. / Master of Science

School-based induction programmes largely focus on informing beginner teachers about the school culture and infrastructure, yet, the core business of education is teaching and learning. A consensus is, however, growing among educators and researchers that despite the positive experiences novice teachers experience during school-based induction programmes, they also experience challenges which affect their perceptions of school-based induction. Despite those challenges in the education sector, hope for the future, as guided by Vision 2030, still remains with one essential human resource: the teachers themselves. Therefore, if novice teachers are to impact profoundly on the learners’ academic achievement, then quality induction programmes must be in place in Namibian schools in order to support their instructional growth. A comprehensive nation-wide induction effort with high emphasise on mentoring will accelerate novice teacher efficacy and consequently learner learning. The purpose of this research study was to identify beginner teachers’ perceptions of school-based induction at selected primary schools in Windhoek and suggested a framework which may inform future research efforts and improve the application of school-based induction. To do this, a qualitative research methodology was preferred to assess the perceptions of novice teachers at the selected schools. Eight beginner teachers and four Heads of Departments participated in the study. The result draws attention to the professional enculturation of beginner teachers, but notably, compels practical reconsideration on how school-based induction is practised in light of beginner teacher growth and sustainability. / Educational Management and Leadership / M. Ed. (Educational Management)

School-based induction programmes largely focus on informing beginner teachers about the school culture and infrastructure, yet, the core business of education is teaching and learning. A consensus is, however, growing among educators and researchers that despite the positive experiences novice teachers experience during school-based induction programmes, they also experience challenges which affect their perceptions of school-based induction. Despite those challenges in the education sector, hope for the future, as guided by Vision 2030, still remains with one essential human resource: the teachers themselves. Therefore, if novice teachers are to impact profoundly on the learners’ academic achievement, then quality induction programmes must be in place in Namibian schools in order to support their instructional growth. A comprehensive nation-wide induction effort with high emphasise on mentoring will accelerate novice teacher efficacy and consequently learner learning. The purpose of this research study was to identify beginner teachers’ perceptions of school-based induction at selected primary schools in Windhoek and suggested a framework which may inform future research efforts and improve the application of school-based induction. To do this, a qualitative research methodology was preferred to assess the perceptions of novice teachers at the selected schools. Eight beginner teachers and four Heads of Departments participated in the study. The result draws attention to the professional enculturation of beginner teachers, but notably, compels practical reconsideration on how school-based induction is practised in light of beginner teacher growth and sustainability. / Educational Leadership and Management / M. Ed. (Educational Management)

Cette recherche vise à comparer des enseignants novices en situation de formation et des enseignants "experts" que sont les maîtres de stages. L'observation et la comparaison des méthodes didactiques utilisées dans l'enseignement technique et dans l'enseignement général, mais aussi dans des disciplines différentes (biologie, chimie, français, histoire) nous a permis de mettre en évidence l'impact de la formation initiale sur les comportements des enseignants novices. / Doctorat en sciences de l'éducation / info:eu-repo/semantics/nonPublished

This study focuses on the induction of novice teachers in Community Junior Secondary Schools (CJSS) in Gaborone, Botswana. The point of departure is that induction is an important factor that is essential to the success of every beginner teacher. It is the responsibility of the school management to provide comprehensive induction programmes that will support beginner teachers and retain them in the teaching profession. This problem was investigated by means of a literature study and an empirical investigation using a qualitative approach. A small sample of beginner teachers in six selected schools in Gaborone formed the sample for this study. Findings indicated that the extent to which novice teachers are given professional guidance and support in schools is not enough. It is recommended that induction programmes receive more priority in schools since the first year of teaching is the most important determiner in the teaching career of an individual. / Education management / M.Ed. (Education Management)

The focus of this study was to investigate the experiences of novice teachers of induction in three selected schools in Oshana region, Namibia. The point of departure is that the experiences of novice teachers of induction and support are not known. The problem was investigated by means of a literature study and empirical investigation, using a qualitative, phenomenological approach. Findings revealed that novice teachers do not have the same needs and do not have similar experiences of support. Key findings reveal that novice teachers’ problems can be solved better if support is given timeously and over a longer period, with all the stakeholders’ equal involvement in the induction process. Novice teachers are capable of making meaningful contributions to schools, and schools can benefit from them. The study recommends that novice teachers’ voices be heard and their views be incorporated when planning future induction programmes, to suit their individual and contextual needs. / Educational Leadership and Management / M. Ed. (Education Management)