Workplace Conditions That Affect Teacher Quality and Commitment: Implications for Teacher Induction Programs

1989 ◽  
Vol 89 (4) ◽  
pp. 421-439 ◽  
Author(s):  
Susan J. Rosenholtz
Keyword(s):  
Teacher Induction ◽  
Teacher Quality ◽  
Induction Programs ◽  
Workplace Conditions ◽  
Teacher Induction Programs

scholarly journals Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews

2020 ◽  
pp. 49-70
Author(s):  
Lisbeth Lunde Frederiksen
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Teacher Induction ◽  
Continuing Professional Development ◽  
Self Esteem ◽  
Induction Programs ◽  
Teacher Resilience ◽  
Qualified Teachers ◽  
Teacher Induction Programs ◽  
Review Of Reviews

This article gives an overview – in the form of a “review of reviews” – of existing knowledge in the research on teacher induction programs in primary and secondary schools. The article is based on seven reviews. The article describes the various elements that can make up teacher induction programs in primary and secondary schools, and shows that such programs – with their various content and contexts – can contribute to the professionalization of teaching. This includes the development of insight, self-efficacy, and self-esteem. Induction training can counteract burnout, strengthen teacher resilience and thereby facilitate continuing professional development and a firm foothold in the job as a teacher.

scholarly journals Teacher Induction Program: First Experience in Turkey

2018 ◽  
Vol 11 (6) ◽  
pp. 99
Author(s):  
Fatma COBANOGLU ◽  
Zeynep Ayvaz-Tuncel
Keyword(s):  
Beginning Teachers ◽  
Teacher Induction ◽  
Novice Teachers ◽  
Practical Experience ◽  
Goal Achievement ◽  
Induction Programs ◽  
Induction Program ◽  
Teacher Induction Programs ◽  
Questionnaire Form

Perspectives on beginning teachers’ possible problems and their reasons force many of the countries to develop teacher induction programs. Teacher induction programs are extensive, consistent and ongoing professional processes aiming to train, support, and protect novice teachers. In Turkey, the process of “teacher induction program” which has been initiated in 2016 is a regulation to train novice teachers for six months. The rationale of the program for the novice teachers is to have more practical experience and in turn to teach effectively in their classrooms. As each new regulation can be accompanied by some obscurities, scientific research will serve to increase the quality of the processes and practices in teacher induction programs. In this sense, the current research aims to determine the views of 357 novice teachers on the goal achievement of the teacher induction program. A questionnaire form was developed to collect the data consisting of 43 questions one of which is an open-ended question. Results suggested that preservice education and teacher induction program have similar contributions in regard to the goal achievement of the teacher induction program. Moreover, considering the process as a whole, the mentor has an important role in the development of novice teachers.

scholarly journals Comprehensive Teacher Induction: Meeting The Dual Needs Of Principals And New Teachers In Rural Schools

2012 ◽  
Vol 9 (2) ◽  
pp. 129-134 ◽  
Author(s):  
Craig D. Kono
Keyword(s):  
South Dakota ◽  
Teacher Induction ◽  
Rural Schools ◽  
New Teachers ◽  
School Principals ◽  
First Year ◽  
Induction Programs ◽  
State University ◽  
Teacher Induction Programs ◽  
Northern State

This research project is the third in a series of research projects conducted for the purpose of assisting rural school principals create comprehensive first-year teacher induction programs. This project promotes the use of comprehensive teacher induction programs that meet both the needs of school principals, but also the social, personal, and family needs of new teachers starting their education careers in rural schools in South Dakota. The data was collected from previous teacher skills and school traits studies involving school principals and first-year teachers from across South Dakota. This report was created through the Northern State University Teacher Induction Program, a follow-up support and data collection program intended for new teachers entering education upon graduation from Northern State University in Aberdeen, South Dakota. The data collected documents trends and issues and is reported annually to Northern State University School of Education.

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