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Trials, Triumphs, and Transitions: Examining Perceptions of New Teacher Induction in Relation to Mentoring and School CultureTregunna, Leigha 13 August 2013 (has links)
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
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The Effect of Training and Peer Mentor Shadowing Designed to Increase Mentor Capacity on Teacher Mentor Self-EfficacyJanuary 2018 (has links)
abstract: This action research study focused on training for teacher mentors and teacher mentor self-efficacy. Specifically, this project explored the impact participation in a teacher mentor training program and teacher mentor peer shadowing had on teacher mentor self-efficacy. While there is a plethora of literature on teacher self-efficacy, minimal literature exists on the self-efficacy of teacher mentors. Bandura’s self-efficacy theory and cognitive and collaborative apprenticeship provided the foundational body of knowledge in order to understand teacher mentors’ experiences.
This study followed thirty-seven teacher mentors through the first half of the Arizona K12 Center’s Professional Learning Series – Mentor Academy Year 1. Teacher mentors were given a pre-survey upon their first day in the training series, a mid-point survey halfway through the semester and a post-survey at the beginning of the following semester. Teacher mentor self-efficacy data was collected from the surveys and analyzed to determine the impact their participation in the training program had on their self-efficacy. Five random teacher mentors were also selected for interviews. This qualitative data were collected to compliment the quantitative survey data. The second part of the study consisted of interviewing six teacher mentors in a local secondary education school district to gauge the impact the peer mentor shadowing program had on their self-efficacy. Quantitative and qualitative data collected provided insights on the impact these supports had on teacher mentor self-efficacy.
The results of this study indicate the challenge and complexities of being a teacher mentor. The data showed that teacher mentors who lacked training prior to or upon initial entry into their new position of teacher mentor struggled to be effective which negatively affected their self-efficacy. The data also indicated that teacher mentors who participated in the Arizona K12 Center’s mentor training program had greater self-efficacy for their roles. Finally, teacher mentors participating in peer mentor shadowing opportunities found it to be of the greatest impact leading to stronger self-efficacy. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018
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A longitudinal trend study of a university-based teacher induction program: observable behaviors of urban teachers and their perceptions of program components five years after participationMoon Merchant, Vickie V 30 October 2006 (has links)
This longitudinal trend study (Gall, Borg & Gall, 1996) examined the
effectiveness of a one-semester university-based teacher induction program as compared
to a two-semester university-based teacher induction program based on the observation
scores of classroom teaching behaviors urban novice teachers exhibited during the first
year of teaching. These scores were further analyzed in relation to the socio-economic
level of the school and the grade level taught. Additionally, the study explored the past
participantsâ perceptions of the teacher induction program components of a one-semester
program and a two-semester program during their fifth year of teaching. Their
perceptions were also examined in relation to the socio-economic level of the school and
the grade level taught.
The study examined the observation scores of classroom teaching behaviors of 145
urban novice teachers participating in either a one-semester or two-semester universitybased
teacher induction program. The urban novice teachers demonstrated growth over time as measured by the first and final observation scores of classroom teaching
behaviors. However, the length of the university-based teacher induction program did
not affect the observation scores of classroom teaching behaviors. Further, neither the
socio-economic level of the school nor the grade level taught affected the observation
scores of classroom teaching behaviors.
Although the three components of the university-based teacher induction program
received high means, 82 past participants of a one-semester or a two-semester teacher
induction program responding to the Teacher Induction Program Participant Survey
(TIPPS) recognized formative observation as the most effective component. Peer
support and professional development were perceived second and third respectively. No
statistical significant differences of the one-semester or two-semester past participantsâÂÂ
perceptions of peer support, professional development or formative observation were
found related to the socio-economic level of the school or the grade level taught.
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La inserció professional dels docents novells. Anàlisi del procés de tutoria del programa Comencem béSerrats Gironella, Laura 29 January 2013 (has links)
Given the complexity of education today, becoming a teacher is not an easy task. In this context, professional development plays an essential role in order to maintain and improve both personal and professional skills (Friedman and Philips, 2001). It also represents an opportunity to react at educational dilemmas which frequently appear in the early years of teaching. In Catalunya, since the 2006 -2007 course, the Department of Education applies the induction program called Comencem Bé, addressed to substitute teachers during their first school year. Its objective is to help novice teachers to develop their profession. The theoretical framework states the concept and models of professional development, focusing on mentoring and induction programmes which enrich the teaching strategies of beginning teachers. Then, the practical framework consists of a research project about the teachers’ experience while mentoring at schools in Catalunya, which gives the approach of all the people involved in the programme / Davant la complexitat del context educatiu actual el repte d'iniciar-se en la professió docent no és fàcil. En aquest context, el desenvolupament professional esdevé un component essencial per mantenir i millorar les habilitats personals i professionals (Friedman i Philips, 2001) i una oportunitat per donar resposta als dilemes que s'accentuen en els primers anys d’exercici docent. A Catalunya, des del curs 2006-2007 s'aplica el programa d'inserció professional Comencem Bé, que té com objectiu ajudar el docent novell a desenvolupar la seva professió. En el marc teòric es concreta el concepte i models de desenvolupament professional centrant-se en el mentoring i els programes d'inducció a la docència. En el marc pràctic es presenta una investigació sobre el procés de tutoria del primer any d'experiència docent en centres de Catalunya, que aporta la percepció dels quatre agents que participen al programa: interins, tutors, inspecció educativa i equips directius
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