Beginning Teacher Induction Program Research Articles

Teacher Induction Policies and Practices in Two Different Contexts: A Comparative Study of Turkey and the USA (State of Wisconsin Sample)

Research provides considerable evidence that students of effective teachers have significantly higher achievement than students of ineffective teachers. According to the research findings, the induction support provided to beginning teachers who are less effective can accelerate their professional growth, making them more effective faster. Although there is no universal best practice in beginning teacher induction, there are many programs around the world that are well-planned and executed. When designing beginning teacher induction programs, it is wise to take into consideration the policies and practices that proved successful. With this aim, this study adopted a cross-national comparative case study approach to investigate the new teacher induction program of the USA (State of Wisconsin Sample), one of the earliest implementers of national teacher induction scheme (1992), and that of Turkey, who has been implementing a systematic teacher induction since 2016, in detail to help in reviewing and strengthening the induction policies and practices of Turkey. Accordingly, qualitative data were collected through document analysis and semi-structured interviews with program directors, beginning teachers and mentors in each country and subject to both within and cross-case analyses to identify the similarities and differences across the cases and determine the best practices. Finally, some policy suggestions were made, such as employing full-time high-quality mentors using a precise mentor selection process based on qualities of an effective mentor, offering mentors initial and continuous professional development opportunities, providing sanctioned time for mentor-teacher interactions, describing the roles and responsibilities of all program stakeholders clearly and promoting cooperation among all stakeholders. The study expects to provide information to policy-makers and leaders in an effort to provide a precise analysis of the teacher induction program in Turkey and to suggest areas where we can learn from another implementation.

Beginning teacher induction program for technology integration in CLIL

Beginning teacher induction is a transition from pre-service teacher preparation to teaching professional which brings a shift in a role orientation and an epistemological move from knowing about teaching through formal study to knowing how to teach by facing daily teaching challenges. This paper deals with the implementation and evaluation of beginning teacher induction programs for technology integration in Content and Language Integrated Learning (CLIL) for 24 beginning teachers from the northeastern region in Thailand. Both quantitative and qualitative data were collected. Quantitative data were collected from the assessment of the lesson plans and implementation of the lesson plans then analyzed using mean and standard deviation. Qualitative data were collected from three sources: (1) written logs by the participants, (2) data from video observation by the researcher, and (3) field notes by the researcher. Findings from the assessment of the lesson plans and implementation of the lesson plans were at a low level. Almost all participants reported having difficulties in technology integration in CLIL.

Pre-service Teachers’ Professional Identity in Rural Area Colleges of China

This study contributes to the existing teacher education on teacher professional identity, particularly in response to curriculum and instruction, motivation, future job choice and professional development. Our study examines pre-service teachers’ professional identity development at the point of 4-year undergraduate program. Our study aims to establish a baseline understanding of their perceptions about teaching before they embark on the initial teacher preparation program and to explore the changes in their perceptions (if any) at the point of graduation from the program. The implications of the findings are discussed in terms of informing admission criteria into the program, how initial teacher preparation program can be enhanced and key areas of focus for beginning teacher induction program.

A comparative study of beginning teacher induction in Malaysia and Victoria (Australia): A review of the literature

Effective beginning teacher induction program is seen by many scholars as a vital support system for beginning teachers to negotiate the early years of their careers, which are characterized by many trials. This paper attempts to explore the beginning teacher induction practices in Malaysia and the jurisdiction of Victoria, Australia. The paper focuses on basic components of the induction programs and its unique features. Method used for this study is library research. The paper starts with history and definition of beginning teacher induction before discussing the challenges that beginning teachers endure in their early days. The paper then examines the beginning teacher induction programs in Malaysia and jurisdiction of Victoria, Australia. Finally, a comparison between Malaysian and Victorian induction programs are highlighted.

Improving Beginning Teacher Induction Programs through Distance Education

Teachers are faced with many barriers during their first few years of teaching, and they desire support to help them through this challenging time. Unfortunately, many beginning teachers rarely receive this assistance. Lack of support can create barriers that grow into to overall job dissatisfaction and lead to the failure of teacher retention. In the past, state departments of education and school administrators have focused on the use of mentoring programs to help address these concerns. However, much inconsistency exists among these programs’ duration, structure, and intensity, with many beginning teachers changing schools or leaving the profession all together. The purposes of this paper are to discuss key problems and concerns faced by beginning educators, to explore current professional development practices created for assisting beginning teachers, and to examine new ways to support beginning teachers through the use of educational technologies. Specifically, this article proposes principles to guide the design and improvement of beginning teacher induction programs through the incorporation of distance education technologies

Teacher induction and mentorship policies: the pan‐Canadian overview

PurposeThe purpose of this exploratory article is to address the questions of teacher attrition and retention by examining the policies supporting beginning teachers in different jurisdictions (provinces and territories) in Canada through teacher induction and mentorship programs.Design/methodology/approachThis research study relied on the collection of documents as the primary method of data collection. Both policy documents as means of external communication and the informal responses to formal policies by various stakeholders were analyzed in a complementary fashion in this study. The study examined numerous government documents, websites, program/policy memoranda, newsletters, as well as academic reviews pertaining to beginning teacher induction programs across Canada.FindingsData analysis revealed significant policy variability across the provinces and localities, with comprehensive induction programs instituted only by the educational authorities in New Brunswick, Ontario, and Northwest Territories. A fundamental building‐block of the induction programs was the creation of a formal mentoring program that matched experienced teachers with teachers who were new to the profession and/or to the province/territory.Research limitations/implicationsPolicy makers should consider the implementation of structured induction programs that successfully inculcate new teachers into school cultures and result in decreased teacher attrition and increased retention of beginning teachers. Mentoring is at the core of successful induction programs. Evident in all policy‐mandated induction programs under study was the importance of the school principal's role in effective functioning of mentoring programs. This aspect of the principal's role should be further examined and researched to understand the administrator role in the implementation and functioning of effective induction and mentoring programs for beginning teachers not only in Canada but worldwide.Practical implicationsIn considering implementation of teacher induction programs, policymakers need to be aware that comprehensive, intensive support programs for new educators are both an effective and an efficient public investment. If mandated by policies at the macro levels as part of formal induction programs, mentoring programs have the potential to transform schools into collaborative places by establishing a culture of mentoring in schools.Originality/valueDespite the perceived and actual benefits, government‐instituted induction programs for new teachers are not very common in Canada. While the discussions of such programs are certainly present in the educational literature, this exploratory pan‐Canadian review of induction and mentoring policies has the ability to inform provincial and territorial policymakers about the variability in institutionalizing those programs.

The Implications for Teacher Development of the Beginning Teacher Induction Program : lesson from BTSA in California

The Implications for Teacher Development of the Beginning Teacher Induction Program : lesson from BTSA in California

ANALYZING STATE POLICIES AND PROGRAMS FOR BEGINNING TEACHER INDUCTION: A COMPREHENSIVE FRAMEWORK

ABSTRACTThis study developed a framework for evaluating beginning teacher induction policies and programs. This framework consists of three main categories: 1) Legislation and Funding, 2) State, District, and Union Roles, and 3) Program Components. Comparison of these three categories reveals 1) the differences in priority states currently place on beginning teacher induction, 2) the extent of shared responsibilities between state and school districts on overseeing and evaluating the beginning teacher induction program, and 3) the extent of alignment between the beginning teacher induction program and state standards, between eligibility criteria and compensation for beginning teachers, and between the incentives used to attract qualified mentor teachers and the specified qualifications of these mentor teachers. Application of this framework to the current policy guidelines of sixteen heterogeneous states in terms of state activities in educational initiatives found that funded mandatory policies on beginning teacher induction: a) are less fragmented, b) have a stronger state role, c) are heterogeneous in their program features, d) have a narrower definition of what constitutes a beginning teacher, and e) generally provide stronger incentives for mentor teachers to participate.

Beginning Teacher Induction Programs: The Role of the Principal

(1998). Beginning Teacher Induction Programs: The Role of the Principal. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 71, No. 3, pp. 179-183.

An Innovative Beginning Teacher Induction Program: A Two-Year Analysis of Classroom Interactions

Classroom observational data from an innovative 2-year, university-based teacher induction program indicate that the inductees made significant gains in the level of their teaching skills. First-year gains in instruction typically resulted from improvements in the classroom organizational and management skills of the inductees. Second-year gains tended to be related to changes in more intellectually complex areas of teaching.

Induction Programs for Beginning Teachers

Induction Programs for Beginning Teachers