Table 1 - uploaded by Adrie A. Koehler
Content may be subject to copyright.
Source publication
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...
Context in source publication
Context 1
... the innermost layer of Figure 2 as a framework, this section discusses how distance education technologies can be used to strengthen mentoring, provide access to resources and collaboration, give individualized assistance, and develop mechanisms for measuring growth in all beginning teacher induction programs. Expanding the Framework of Essential Factors for Designing Beginning Teacher Program (Figure 2), Figure 3 illustrates how distance education should be used in beginning teacher induction, while Table 1 provides an overview of proposed beginning teacher support guidelines. ...
Similar publications
This study extends the community of inquiry (CoI) framework and self‐regulated learning (SRL) theory through an exploration of the structural relationships among existing CoI variables, learning presence (i.e., self‐efficacy and online SRL strategy) and learning outcomes in the context of K‐12 online learning. To help understand the influence of K‐...
The Community Health Workers are one of the strategic agents in the work of Primary Care, because they live
more directly with health issues in the territory, considering that the problems related to the use of alcohol
and other drugs require investment focused on the qualification of health professional. Therefore, this article
aimed to report the...
Backgrounds:Due to the increasing spread of the corona virus in Indonesia, the government immediately took action to stop the spread of the virus, one of which was by imposing online learning (on the network) so that students did learning at home accompanied by parents so that parenting patterns for children should be more effective. intense. At th...
Citations
... However, although there are several instances of improvement in pedagogical aspects, there needs to be more consistency among programs regarding duration, structure, and intensity (Koehler & Kim, 2012;Salokhojaeva, 2022;Yurkofsky, 2022). Besides, each school's organizational culture is a pivotal element to manage so that teachers can perform in the best way; that is, to meet the organization's expectations and properly administer its available resources (human, material, and time) (Rodríguez Mansilla & Quezada Menares, 2007;Rostini et al., 2022). ...
The present study objective was to validate the criteria of an instrument created for quality assurance of teacher induction programs. It was applied research with a mixed-method approach. The sample was non-probabilistic for convenience. The instrument was constructed based on the available bibliography, and the content was validated by expert judgment through a Likert scale with a Cronbach's alpha of 0.86. Aiken’s V was applied to the experts' judgment. The 14 criteria relevance had an average approval of 80.6% vs. 3.6% of disapproval, and, according to Aiken’s V, all items should be included in the final version of the scale. In conclusion, the E-Tip criteria resulted in being valid in content validation. In addition, further investigation needs to be done concerning qualitative instruments to assess the mentioned criteria.
... The significance of supporting novice teachers cannot be overstated. They face a myriad of challenges, from classroom management to student motivation, compounded by limited administrative support and the demands of curriculum design, as they transition from pre-service learning to professional teaching (1). These educators are entrusted with the task of assimilating academic knowledge and classroom practice experience while catering to the diverse needs of students spanning different races, regions, socioeconomic backgrounds, learning levels, and interests (2). ...
... Except for the strict supervision, the government and schools may also need to release more flexibility for mentoring and coaching programs (1). Research has demonstrated that teacher-centered support programs are indeed effective in successfully improving student learning outcomes (18). ...
Supporting novice teachers is crucial as they face numerous challenges during their transition from pre-service learning to professional teaching. Insufficient support increases their burnout and decrease their retention in their vocation at school. Instructional coaching has shown potential in supporting teacher professional and practice, but it also has limitations. This paper explores the integration of mentorship programs with instructional coaching models to address the multifaceted needs of novice teachers. Mentorship provides essential emotional and vocational support, complementing the technical focus of instructional coaching. This integration has the potential to renew teacher education programs, offering a comprehensive support system for novice teachers. It also shows promise in reducing novice teacher burnout by addressing both instructional proficiency and emotional resilience. Recommendations include evaluating and rewarding mentors, and providing flexibility and support for mentoring and coaching programs. The integration of instructional coaching model and mentorship aims to empower novice teachers to navigate the challenges of their early careers with confidence and competence, ultimately contributing to the vitality and effectiveness of the education profession. Further research is needed to confirm the anticipated substantive ramifications of this reform.
... In spite of the need for, and benefits of these programmes, a lot of distresses and worries have been cited explaining that the programmes do not usually address NQTs' professional needs hence, they are seen as a mere presentation of information, and not necessarily a support strategy. Also, the form and quality of support they get differ massively from one institution to the other (Koehler and Kim, 2012). Therefore, the European Commission Staff Working Document SEC (2010) concludes that the induction process should be perceived as a means of collective concern and value for NQTs and their schools. ...
The education system recognises the positive impact of induction on the retention and professional growth of Newly Qualified Teachers in Ghana. This points out the question of how teacher induction programmes should be planned, organised and implemented, and what it should entail. The study sought to examine the forms and strategies of induction programmes organised for Newly Qualified Teachers in Senior High Schools during their initial professional practice. Using the descriptive case study method, data was gathered from forty-two Newly Qualified Teachers, three Assistant head teachers (Academics) from three sampled schools and one municipal human resource officer, all from Ashanti-Mampong Municipality in the Ashanti Region, Ghana. Questionnaire, interview, observation and document analysis were the research instruments used. Data were analysed using inductive and deductive analysis where similar themes and patterns were identified from responses and compared with literature. Findings show that, though an induction was organised for Newly Qualified Teachers, the schools lacked formal principles to guide and regulate the school-based induction programmes. Orientation and a few aspects of mentoring were the components of the induction programmes while continuous professional development activities were totally absent. Again, the whole induction took place within some hours which put Newly Qualified Teachers at a great disadvantage of not acquiring what they need as support. While assistant head teachers and heads of department were key stakeholders responsible for the induction, the latter was Newly Qualified Teachers' point of call when faced with challenges. Since it is argued that teachers who receive the full components of induction are likely to adopt and implement effective pedagogical approaches, in the absence of formal policy to guide the planning and implementation of induction in Ghana, there is European Journal of Education Studies-Volume 9 │ Issue 7 │ 2022 259 a need for officials at the district and municipal levels to closely monitor Senior High Schools and ensure proper organisation of their induction programmes.
... • η διαχείριση της τάξης Αποτελέσματα αρκετών μελετών επίσης αποκάλυψαν ότι το υψηλό επίπεδο άγχους φαίνεται να είναι η κύρια αιτία της μη ικανοποιητικής απόδοσης των νέων εκπαιδευτικών και των χαμηλών επιδόσεων των μαθητών (Buchanan, 2010·McCarthy et al., 2015· Jones & Youngs, 2012. Σε μια μελέτη που πραγματοποιήθηκε από τους Koehler & Kim (2012), οι νέοι εκπαιδευτικοί χρειάζονται υποστήριξη για να αντιμετωπίσουν προκλήσεις, κατά τα πρώτα χρόνια της καριέρας τους. Οι Martin & Christopher (2020) είχαν την ίδια άποψη τονίζοντας ότι οι νέοι εκπαιδευτικοί έχουν πολλούς ρόλους να υπηρετήσουν και πολλές προκλήσεις να αντιμετωπίσουν, που πολλές φορές τους δημιουργούν μεγάλη συναισθηματική φόρτιση και έλλειψη εμπιστοσύνης στον εαυτό τους. ...
Σήμερα η συνεχής εκπαίδευση και επιμόρφωση θεωρείται μια σημαντική «επένδυση» της πολιτείας προς τους εκπαιδευτικούς. Αυτό έχει ιδιαίτερη σημασία για τους νεοδιόριστους εκπαιδευτικούς που κατά την είσοδο τους στον επαγγελματικό στίβο, έρχονται αντιμέτωποι με πολλές προκλήσεις. Στόχος της εργασίας αυτής είναι να μελετήσει την βιβλιογραφία, ελληνική και διεθνή, και να αναδείξει τόσο τα προβλήματα που αντιμετωπίζει ο νέος εκπαιδευτικός, όσο και τον τρόπο που αυτά αντιμετωπίζονται από τον ίδιο, την πολιτεία αλλά και από το στενότερο σχολικό περιβάλλον (συνάδελφοι, διευθυντής, σχολικός σύμβουλος). Οι έρευνες και οι προσωπικές εμπειρίες των γραφόντων ως εκπαιδευτικοί, δείχνουν πως δεν αρκεί η διδακτική θεωρία, αλλά και ότι η έμπρακτη εφαρμογή ενέχει πολλές δυσκολίες και ιδιαιτερότητες αφού κάθε τάξη είναι τόσο ξεχωριστή, όσο ξεχωριστοί είναι και οι μαθητές και οι εκπαιδευτικοί που την απαρτίζουν. Ο τρόπος υποστήριξης του νέου εκπαιδευτικού οφείλει να είναι εξατομικευμένος και εναρμονισμένος με τις ανάγκες του, να "ακουμπά" στα πλεονεκτήματα και μειονεκτήματά του, ώστε και οι προτεινόμενες δράσεις να τον ενισχύουν πριν και μετά την ανάληψη των καθηκόντων του ως νέος εκπαιδευτικός, κάνοντας χρήση mentoring και coaching από έμπειρους εκπαιδευτικούς αλλά και παράλληλη στήριξη από την Διεύθυνση του Σχολείου.
... A program során megtapasztaltuk, mekkora ereje van az érzelmi támogatásnak (Hoy & Spero, 2005), amelyet fi atal tanáraink részben a tréningeket vezető korábbi tanáraiktól kaptak, részben kortársként és azonos szakmai és élethelyzetben lévő jóbarátként egymásnak nyújtott ak (Stéger, 2010;Imre & Imre, 2016b). Ebben a pozitív környezetben programunkban is kiemelkedő hatékonyságúnak bizonyult a folyamatos, refleektív párbeszéd valamennyi résztvevő között , amit minden kezdő tanárokat támogató program a legnagyobb hatékonyságú elemként kezel (Koehler & Kim, 2012). Pályakezdőink komoly és elemző önkritikával mutatt ák be tanári tevékenységüket az aktuális tréningszempontok mentén, ami konstruktív megbeszélésekhez vezetett . ...
A kezdő pedagógusok pályán maradását alapvetően befolyásolja az első évek iskolában szerzett tapasztalatai mellett a pályakezdőként kapott szakmai támogatás. Tanulmányunkban áttekintést nyújtunk a testnevelő tanárokat támogató legjelentősebb szakmódszertani programokról. Részletesen bemutatjuk az elmúlt két évben lebonyolított „Pályakezdő testnevelő tanárok módszertani mentorprogram”-jának ideológiáját, programját, és a résztvevő tanárok tapasztalatait saját reflexióik alapján. Célunk bemutatni a program, a pályakezdők szakmai fejlődésére legjobban ható elemeit és javaslatokat megfogalmazni a mentorálásukhoz.
... In spite of the need for, and benefits of these programmes, a lot of distresses and worries have been cited explaining that the programmes do not usually address NQTs' professional needs hence, they are seen as a mere presentation of information, and not necessarily a support strategy. Also, the form and quality of support they get differ massively from one institution to the other (Koehler and Kim, 2012). Therefore, the European Commission Staff Working Document SEC (2010) concludes that the induction process should be perceived as a means of collective concern and value for NQTs and their schools. ...
p>The education system recognises the positive impact of induction on the retention and professional growth of Newly Qualified Teachers in Ghana. This points out the question of how teacher induction programmes should be planned, organised and implemented, and what it should entail. The study sought to examine the forms and strategies of induction programmes organised for Newly Qualified Teachers in Senior High Schools during their initial professional practice. Using the descriptive case study method, data was gathered from forty-two Newly Qualified Teachers, three Assistant head teachers (Academics) from three sampled schools and one municipal human resource officer, all from Ashanti-Mampong Municipality in the Ashanti Region, Ghana. Questionnaire, interview, observation and document analysis were the research instruments used. Data were analysed using inductive and deductive analysis where similar themes and patterns were identified from responses and compared with literature. Findings show that, though an induction was organised for Newly Qualified Teachers, the schools lacked formal principles to guide and regulate the school-based induction programmes. Orientation and a few aspects of mentoring were the components of the induction programmes while continuous professional development activities were totally absent. Again, the whole induction took place within some hours which put Newly Qualified Teachers at a great disadvantage of not acquiring what they need as support. While assistant head teachers and heads of department were key stakeholders responsible for the induction, the latter was Newly Qualified Teachers’ point of call when faced with challenges. Since it is argued that teachers who receive the full components of induction are likely to adopt and implement effective pedagogical approaches, in the absence of formal policy to guide the planning and implementation of induction in Ghana, there is a need for officials at the district and municipal levels to closely monitor Senior High Schools and ensure proper organisation of their induction programmes.
Article visualizations:
</p
... Öğretmen yetiştiren lisans programları, öğretmen adaylarına temel öğretmenlik uygulamaları bilgi ve becerilerini verse de bu konuda yapılan araştırmalar ve mesleğe yeni başlayan öğretmenlerle yapılan görüşmeler, yeni öğretmenlerin sınıfta iyi performans gösterebilmek için daha fazla eğitime ve desteğe ihtiyaç duyduklarını göstermektedir (Stair, Warner ve Moore, 2012). Mesleğe yeni başlayan öğretmenler, kariyerlerine başladıkları ve öğretmenlik kimliklerini oluşturdukları bu süreçte, sınıf yönetimi, öğrenci motivasyonu, ölçme değerlendirme, velilerle iyi ilişkiler kurma, okul işleyişine ve kültürüne alışma, yalnızlık hissi, stres ve karşılaştıkları gerçeklik şoku ile başa çıkmanın yanı sıra ders planı ve materyal tasarımı için yeterli zaman bulma ve meslektaşlarıyla iletişim kurma konularında da zorluklar yaşamaktadır (Boone ve Boone, 2007;Britton, Paine, Pimm ve Raizen, 2003;Cook, 2009;Koehler ve Kim, 2012;Stair vd., 2012;Veenman, 1984). Ingersoll ve Smith'in (2004) iddia ettiği gibi, mesleğe yeni başlayan öğretmenlerin bu tür sorunlarla başa çıkmalarına yardımcı olmak için, onlara, öğretmenlik mesleğine başladıkları ilk yıllarda, işe başlama veya aday öğretmen yetiştirme eğitimi olarak bilinen bir tür destek, rehberlik ve uyum programı sağlanmalıdır. ...
Araştırma sonuçları nitelikli öğretmenlerin öğrencilerinin daha az
nitelikli öğretmenlerin öğrencilerinden çok daha başarılı olduğuna
dair önemli kanıtlar sunmaktadır. Araştırma bulgularına göre,
mesleğe yeni başlayan öğretmenlere verilen işe başlama eğitimleri,
mesleki gelişimlerini hızlandırarak daha kısa sürede nitelikli
öğretmen olmalarını sağlamaktadır. Mesleğe yeni başlayan
öğretmenlere verilen işe başlama eğitimi ile ilgili evrensel bir en iyi
uygulama olmamasına rağmen, dünya çapında iyi planlanmış ve
uygulanan birçok program vardır. Öğretmenlere verilen işe başlama
eğitimlerini tasarlarken, başarılı olduğu kanıtlanmış politikaları ve
uygulamaları dikkate almak akıllıca olacaktır. Bu amaçla, bu çalışma,
mesleğe yeni başlayan öğretmenlere verilen işe başlama eğitiminin ilk
uygulayıcılarından biri olan ABD'nin (1992) ve 2016 yılından bu yana
sistematik bir işe başlama eğitimini uygulayan Türkiye'nin mesleğe
yeni başlayan öğretmenlere sunduğu işe başlama eğitimlerini
incelemek ve Türkiye'nin aday öğretmen politikalarını ve
uygulamalarını gözden geçirmesine ve güçlendirilmesine yardımcı
olmak için uluslararası karşılaştırmalı bir durum çalışması
yaklaşımını benimsemiştir. Bu amaçla, belge analizi ve yarı
yapılandırılmış görüşmeler yoluyla nitel veriler toplanmıştır.
Görüşmeler, her bir ülkedeki program yöneticileri, mesleğe yeni
başlayan öğretmenler ve danışmanlarla yapılmıştır. Toplanan veriler
vakalar arasındaki benzerlik ve farklılıkları tespit etmek ve iyi
uygulamaları belirlemek için vaka içi ve çapraz vaka analizine tabi
tutulmuştur. Son olarak, bazı politika önerileri sunulmuştur.
Bunlardan bazıları şöyle sıralanabilir; iyi bir danışmanda olması
gerekli niteliklere dayalı danışman seçim sürecininim kullanılması,
tam zamanlı nitelikli danışman istihdamı, danışmanlara hizmet
öncesi ve hizmet içi sürekli mesleki gelişim olanaklarının sunulması,
danışman-öğretmen iletişimi için özel zaman ayrılması, tüm program
paydaşlarına rollerinin ve sorumluluklarının açıkça ifade edilmesi ve
paydaşlar arasında iş birliğinin teşvik edilmesi. Türkiye'de
uygulanan aday öğretmen yetiştirme programının net bir analizini
yapan ve başka bir uygulamadan öğrenebileceğimiz alanları tespit
eden bu çalışmanın sonuçlarının politika yapıcılara ve program
liderlerine bilgi sağlaması hedeflemektedir.
... Although initial teacher preparation programs teach teacher candidates the fundamental knowledge and skills to practice teaching, based on teacher learning research and interviews with new teachers, it is clear that beginning teachers require additional training and support to perform well in class (Stair, Warner, & Moore, 2012). In the process that beginning teachers are inducted into their career and develop their teaching identity, they face several challenges in managing their classroom, motivating their learners, evaluating student work, establishing strong relationships with parents, getting used to the school structure and culture, dealing with the feeling of isolation, stress and reality shock, having insufficient time for lesson planning and material design, achieving true interaction with colleagues (Boone & Boone, 2007;Britton, Paine, Pimm, & Raizen, 2003;Cook, 2009;Koehler & Kim, 2012;Veenman, 1984;Stair et al., 2012). As Ingersoll and Smith (2004) claim, in order to help beginning teachers deal with such issues, we should provide them with some sort of support, guidance and orientation programs known as induction in their first years of transition into the teaching profession. ...
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.
... The results of this study may have important implications for teacher education, especially concerning in-service teacher education policies. It has been recognized in many countries that innovative approaches are needed to provide for effective professional development, particularly for new teachers (Koehler & Kim, 2012). Nevertheless, particularly in remote areas and villages in countries such as Turkey, where there are no other teachers in their area of study, novice teachers are often left to contend on their own. ...
... The need to establish a professional induction period for teachers stems from the fact that real learning happens when future teachers work with students in schools (Kostiainen et al. 2018;Strong 2009). Therefore, better teacher career planning has to take into account how the immersion is done into the profession (Koehler and Kim 2012). It is essential to give value to teaching experiences and turn them into an opportunity to learn because the first incursions into practice are very important for future career development. ...
This paper analyses, using a cross-sectional design, the relationship between academic qualifications during the initial training of primary school teachers and their professional development. Among all graduates of 13 promotions, from year 2004 to 2016, we selected the 15% of those students with the best qualifications and the 15% with the worst ones from each promotion. All participants answered the same questionnaire on employability, participation in induction programmes, participation in continuing education programmes, and professional motivation. Analyses performed included distribution analyses using chi-square and independent group comparisons with Student’s t-test. Participants with better grades showed higher employability rates, increased participation in initial education programmes, and more motivation towards their profession. Continuing education programmes were only slightly affected by initial grades. These results support academic positions in Spain that defend the need to apply measures to select those candidates with the best grades to become teachers.
