Abstract
The professional literature describes the complexity of the induction process and the importance of support systems for beginning teachers (BTs). The article discusses a unique self-determination theory (SDT)-based intervention program of learning communities (LC), called Multi-Players Induction Teams (MIT) that operate in schools. The program was developed and implemented as part of the international Proteach Program (Erasmus+ Project, European Union). It was led by a college of education in Israel, and has been researched as a three-year case study in one high school. Each year, 30 - 40 BTs, mentors, administrators, and policymakers participated in the program. The main tool employed in the study was a semi-structured interview. Additional tools included the workshop facilitators’ end-of-year reports, meeting minutes and the participants’ reflective journals. The findings show collaborative systemic work between the school and the policymakers in its locality. The absorption of BTs into the school contributed to improved school climate, and became part of school culture. Additionally, organizational structures promoting BT absorption were established at the school, and a need-supportive environment was established in both the MIT and the school. BTs and mentors express a sense of need satisfaction. The MIT affected the BTs’ positioning at the school as influencing figures who led meaningful educational initiatives. The findings present a unique model of LCs that support teachers during their induction period. They can promote processes for integrating BTs into the education system as autonomous and proactive teachers by creating an environment that supports the psychological needs of BTs and experienced teachers alike.
Highlights
Imagine ten interns and new teachers leading a teachers’ lounge of 150 experienced high-school teachers, and demonstrating a new experiential learning method
The present study describes a new self-determination theory (SDT)-based support model of school-based professional learning communities (PLC) called Multi-Players Induction Teams, which was developed in Israel
The Findings section comprises six themes: Theme 1 focuses on systemic work in collaboration with policymakers; Theme 2 describes the effects of the Multi-Players Induction Teams (MIT) on school culture, and focuses on outlooks and values, as well as structural aspects associated with the beginning teachers (BTs)’ optimal absorption; Theme 3 refers to experiences of psychological need satisfaction in the MIT community; Theme 4 describes experiences of need satisfaction in relation to the school and teaching; Theme 5 engages with the BTs’ initiatives as a means of supporting their psychological needs; and Theme 6 focuses on mentoring supporting the psychological needs of BTs and experienced teachers
Summary
Imagine ten interns and new teachers leading a teachers’ lounge of 150 experienced high-school teachers, and demonstrating a new experiential learning method This presents a different picture to that depicted in numerous studies reporting on the difficulties accompanying the absorption of beginning teachers (BTs) into schools (De Neve & Devos, 2017). The article discusses the self-determination theory (SDT)-based intervention program led by Kaye Academic College of Education (Ryan & Deci, 2017), and demonstrates it through one school in which it was implemented It describes the intervention model, and its effects on the school’s BT absorption culture, and on the teachers’ motivational world. The article begins with a description of the world of BTs, followed by the rationale for establishing MITs, and the intervention program itself
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