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)

Diploma thesis Novice teacher deals with problems of beginning teacher which are coupled with the creation of class climate and pedagogic communication on the lower primary school. Theoretic part describes the job of a novice teacher, possible problems, which can affect creation of good class climate and related pedagogic communication. Thesis deals with issues of authority and discipline of pupils and communication with pupils and their parents. This document also shows different strategies, which leads to the good class climate. Research part analyzes real problematic situations of beginning teachers, which happened in practice. Analysis is done via method of interviews with 15 beginning teachers of the lower primary school. The aim of interviews is the beginning teacher's point of view on a class climate, authority and pupils discipline. Also to get problems which teachers feared, which fears came true and unexpected problems which happened. Research part shows several ways to solve and prevent problems of creating class climate and pedagogic communication. These ways are described in 8 pedagogic situations which are part of this work. Powered by TCPDF (www.tcpdf.org)

Cette thèse vise à apporter des connaissances sur le développement professionnel des professeurs des écoles débutants dans le domaine de la lecture des textes littéraires.Le cadre théorique, construit au croisement de l’analyse de l’activité enseignante, de la didactique de la compréhension et de la lecture littéraire et de la sociologie de l’éducation permet de situer ce développement au sein d’un système complexe : celui de l’activité enseignante ; celui de la formation initiale ; celui de la lecture des textes littéraires.Le cadre méthodologique composite conduit à développer une enquête quantitative visant à saisir les corpus et les enjeux assignés à la lecture des textes littéraires à l’école par les enquêtés et une enquête qualitative reposant sur le suivi longitudinal de professeurs des écoles et l’observation d’actions de formation.Notre recherche aboutit à trois conclusions : l’interdépendance entre les dispositions à lire et à faire lire du maitre et les dispositions à lire des élèves ; l’enrichissement des situations didactiques par les lectures diverses du maitre et des élèves et leur rapport dans le développement professionnel du maitre ; les apports d’action de formation intégrative et projective dans l’élaboration de l’activité enseignante dans le domaine de la lecture des textes littéraires. / This dissertation aims to provide knowledge on the professional development of teachers of beginner schools in the reading literary texts.The theoretical framework, built at the crossroads of the analysis of teaching activity, the didactics of comprehension and literary reading and the sociology of education, makes it possible to situate this development within a complex system: teacher activity; that of initial training; that of reading literary texts.The composite methodological framework leads to the development of a quantitative survey aimed at capturing the corpora and stakes assigned to the reading of literary texts at school by the respondents and a qualitative survey based on the longitudinal follow-up of school teachers and the observation of training actions.Our research leads to three conclusions: the interdependence between the teacher's ways to read and ways to teach and the reading arrangements of pupils ; the enrichment of didactic situations through the various readings of the teacher and pupils and their relationship in the professional development of the teacher; the contributions of integrative and projective training action in the development of teaching activity in the field of reading literary texts.

This diploma thesis deals with novice primary teachers' interaction with pupils. The aim of the thesis is to find out which strategies prevent lack of discipline and to compare methods of novice teachers with experienced teachers. It also deals with classroom management and teachers' ethics.

This thesis introduces a topic of mentoring of novice teachers in Finland. The main goal is to analyse a novice teachers peer-group mentoring model as a case study of project Paedeia Café and evaluate its advantages and disadvantages in comparison to dyadic form of mentoring. Further, to bring ideas for implementation of Finnish experiences into Czech context. In theoretical part, we define mentoring in teaching profession, then we briefly introduce specifics of Finnish education system, peer-group mentoring and Paedeia Café. The research part analyses interview with mentors, novice teachers and manager of the project as well as participating observations. The results of the study show that Paedeia Café is a project which connects experienced teachers and students in last years of their studies. The advantages of the project are financial savings and creation of a space for discussion about professional issues. Disadvantages are more difficult structure, confusion of mentor's roles and low support in academic literature. In the Czech Republic, we can be inspired by a connection of experienced teachers and students, also by a space for sharing teaching profession experience in informal atmosphere. This thesis is a contribution to a discussion about the teacher career system in the Czech Republic...

Prior research on new teacher mentoring has focused on in-person mentoring to mediate rates of teacher attrition, yet few studies have explored applying digital communication technologies (DCTs) as tools for virtual mentoring of novice teachers, particularly for supporting novice rural teachers who may be at higher risk of attrition. The purpose of this qualitative case study was to explore how the virtual mentoring of novice rural teachers through DCTs reflected Hudson's five-factor model of mentoring. The research questions focused on how novice rural teachers and their mentors described the virtual mentoring experience and how the pairs interacted during the mentoring process. This single case study included two embedded units of analysis comprised of two mentoring pairs that contained one experienced teacher and one novice rural teacher who interacted using DCTs. Data were collected from interviews, reflective journals, and an online discussion forum. Single-unit analysis included open and axial coding and category construction. Cross-unit analysis involved the constant comparative method to identify emerging themes and discrepancies. Key findings showed that all of Hudson's five factors of in-person mentoring were present in the virtual mentoring interactions. Virtual mentoring provided novice teachers with flexibility, responsive mentoring, and a professional learning community for the sharing of resources, receiving affective support, engaging in reflection, and developing pedagogical and system knowledge through modeling and feedback. The results of this study contribute to social change by providing insights for educators and administrators interested in using virtual mentoring as effective support for novice teachers in rural K-12 schools.

There has been little research on what is necessary for a mentoring relationship to be considered successful from the novice teacher's perspective. Although researchers have asserted that mentoring promotes new teacher retention and improves new teacher skills, new teachers are still leaving the profession, causing a shortage of teachers in school districts across the United States. The purpose of this phenomenological study was to understand the meaning of a successful mentoring relationship from the perspective of 6 selected elementary teachers who have been in the teaching field fewer than 5 years and who have participated in a mentoring relationship for more than 2 years with the same mentor. Social cognitive theory was used to examine the mentoring relationship. Interview questions were used to examine participants' perceptions and experiences of their mentoring relationship and the impact of that relationship. Novice teachers participated in face-to-face, semistructured interviews, which were recorded and transcribed. The Modified van Kamm method was used to analyze the transcribed interviews. These results were reviewed, coded, and organized into categories and themes. The findings indicated that the experiences which had the greatest impact on the 6 novice teachers were time spent with the mentor, communication, quality of the relationship, and support from the mentor. The implications for social change may include improved mentoring programs for school districts in order that new teachers remain in the teaching profession. These results can also be used to inform mentor teachers in developing improved and more effective mentoring relationships.

Beginning teachers committed to social justice and emancipatory education often experience isolation and discouragement and need communities for intellectual, social, and emotional support as they learn to teach, and sustain their commitments to transformative pedagogy. This qualitative inquiry followed recent graduates who demonstrated personal commitments to a more just world through their lives and their studies and who began their first year as teachers in a variety of settings. Framed within a theory of transformational learning, third space, and Adler’s concepts of social interest and encouragement, the participants and the participant researcher co-created a virtual community to reflect upon and problematize this complex stage of their careers. Guiding this inquiry were the following questions: (a) What are the individual experiences, tensions, and perceptions expressed by social justice educators during their first year of teaching? (b) How does an online community created to develop a support network influence the experiences of these beginning educators during their initial year in the field? Data collection for this individual and multiple case study included autobiographical information, postings, interviews, and extant data from the teachers’ preservice training and the beginning of their first year. Data were inductively and iteratively analyzed. Trustworthiness was established through attention to credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). Exploration of the life histories of these women indicated that justice and equity have been their ontological way of being in the world, and that commitment extended through their preservice training and into their first year of teaching. These women approached curriculum in critical ways, problematized simplistic explanations of student apathy, deconstructed the one right answer myth, and worked to democratize education, liberating both their students and themselves. The co-constructed community provided multiple venues for reflection, discussion, collaboration, and support which were used by the participants to meet their unique goals and needs. Participants resolved to continue and expand the community beyond the data collection period so as to remain inspired and focused on issues of justice. Implications for teacher education programs, school districts, and beginning social justice educators themselves were discussed. Possible questions for future research were also explored.

This mixed-methods action research study explored the congruence between mentor and mentee perceptions of the importance and effectiveness of 12 district-specific focus areas of mentor support. While reviewing current data pertaining to teacher attrition, the researcher observed a limited availability of investigations relating to the perceived role of the mentor teacher based on the experiences and observations of both the novice and mentor teacher.The target population for this study was 70 novice and mentor special education teachers during the 2005--2006 school year employed at 13 middle schools in a school district located in Florida. Of the 70 beginning and mentor teachers, 4 mentor teachers and 2 novice teachers from 4 of the 13 middle schools within the district volunteered to participate. The mentor and mentee teachers who chose to take part were not mentoring pairs during the 2005--2006 school year.Obtaining Institutional Review Board approval, the researcher contacted middle school principals to attain administrative support for the study. Novice and mentor middle school teachers alike were then contacted via postal mail requesting their participation. Concerted efforts were made to secure mentor--mentee participation.The researcher relied on multiple data collection methods---a demographic and multi-item survey for the novice and mentor teacher (Appendixes D & E) and standardized open-ended interview questions for the novice and mentor teacher (Appendixes F & G). Lastly, the researcher conducted an analysis of pertinent district documents, more specifically thoroughly examining the information presented in the ESE Mentor Program Resource Manual for mentor and mentee teachers.The major findings of this study include the following: (1) formal and informal mentoring of beginning special education teachers by experienced mentors and colleagues is a useful and productive endeavor; (2) ESE paperwork demands are rigorous for novice teacher; (3) the needs and concerns of ESE teachers vary based on classroom assignment and student population, and (4) the ESE Mentor Program Resource Manual provided useful information referencing the 12 areas of mentor support for beginning special educators, but did little to guide mentor and novice teachers in facilitating the mentoring process.

This thesis is about the process of becoming, or not becoming, a primary school mathematics teacher. The aim is to understand and describe the professional identity development of novice primary school mathematics teachers from the perspective of the novice teachers themselves. The study is a case study with an ethnographic direction where seven novice teachers have been followed from their graduation and two years onwards. The ethnographic direction has been used to make visible the whole process of identity development, both the individual and the social part. The empirical material in the study consists of self-recordings made by the respondents, observations and interviews. The empirical material is analysed in two different but co-operating ways. First a conceptual framework was developed and used as a lens. Second, methods inspired by grounded theory are used. The purpose of using them both is to retain the perspective of the respondents as far as possible. At the time of graduation the respondents are members in a community of reform mathematics teaching and they want to reform mathematics teaching in schools. In their visions they strive away from their own experiences of mathematics in school and practice periods. Four cases are presented closely in the thesis as they show four various routes into, and out of, the teaching profession. These four cases make visible that the respondents’ patterns of participation regarding teaching mathematics changes when they become members in new communities of practice with mathematics teaching as part of the shared repertoire. But, the four cases also make visible that the existence of such communities of practice seems to be rare and that the respondents’ different working conditions limit their possibilities of becoming members in those that exist. During the time span of this study, the respondents hardly receive any feedback for their performance as mathematics teachers. Even if they teach mathematics they don´t teach it as they would like to and they don´t think of themselves as mathematics teachers. Two years after graduation none of the respondents has developed a professional identity as primary school mathematics teacher. A primary school teacher in Sweden is a teacher of many subjects but they are the first teachers to teach our school children mathematics. For the respondents to develop a sense of themselves as a kind of primary school mathematics teacher, mathematics teaching has to become part of their teacher identities. For this to become possible, mathematics must become a part of their image of a primary school teacher as an image of a primary school mathematics teacher. Furthermore memberships in communities of practice with mathematics in the shared repertoire must be accessible, both during teacher education and after graduation. Then professional identity development as a primary school teacher would include becoming and being a teacher of mathematics.