scholarly journals A Content Analysis of Images of Novice Teacher Induction: First-Semester Themes

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Jennifer R Curry ◽  
Angela W Webb ◽  
Samantha J Latham
Keyword(s):  
Content Analysis ◽  
Teacher Induction ◽  
Novice Teachers ◽  
School Environment ◽  
Novice Teacher ◽  
Professional Support ◽  
Education Quality ◽  
Certification Program ◽  
First Semester ◽  
Teachers Experiences

The powerful nature of novice teachers’ experiences in their first years of teaching has been well documented. However, the variance in novices’ initial immersion in the school environment is largely dependent on perceived personal and professional support as well as the environmental inducements that lend to novice teachers’ success in the classroom. For the purposes of this study, 72 participating novices, who were participants in an alternative certification program, drew representations of their current teaching environments. Of the 72 initial participants’ pictures, 58 were used in this content analysis. The interrater analysis involving multiple documentation of codes between and among researches, revealed five themes from the novices’ pictures: (a) concerns about students, (b) overwhelmed and struggling, (c) relationships with others, (d) concerns about education quality and excessive accountability, and (e) issues with administration. Implications are provided.

“I Don’t Know What to Say”: Teachers’ Perspectives on Supporting Bereaved Students After the Death of a Parent

2021 ◽  
pp. 003022282199362
Author(s):  
Inbar Levkovich ◽  
Zohar Elyoseph
Keyword(s):  
Content Analysis ◽  
Counseling Students ◽  
Complex Nature ◽  
School Officials ◽  
Face To Face ◽  
Teachers Experiences ◽  
Death Of A Parent ◽  
The Family ◽  
Need For Support ◽  
Teachers Perspectives

This qualitative study examined teachers’ experiences dealing with bereaved students following the death of a parent. The researchers conducted in-depth, semi-structured, face-to-face interviews with 25 teachers in Israeli schools who had counseled one of their students after the death of a parent. The interviews were recorded and transcribed and underwent content analysis. Analysis of the findings revealed that the teachers felt helpless, confused, overloaded emotionally and anxious when counseling students who had lost a parent. In addition, the teachers discussed the complex nature of their relationship with the remaining parent, ranging from a desire to support the family through avoidance for fear of hurting the parent to fears of being overwhelmed by the child’s problems. Many teachers mentioned their need for support from school officials.

Principled Improvisation to Support Novice Teacher Learning

2019 ◽  
Vol 121 (6) ◽  
pp. 1-32
Author(s):  
Thomas M. Philip
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Learning ◽  
Novice Teachers ◽  
Novice Teacher ◽  
Relational Work ◽  
Audio Recordings ◽  
Field Notes ◽  
Sense Of Power ◽  
Learning To Listen

Background A significant body of scholarship has highlighted the importance of improvisation in teaching, particularly the interactional and responsive creativity that is required for teachers to co-construct meaning with students. However, recent efforts inside and outside university-based teacher education have pushed against novice teacher learning through improvisation, preferring to focus on the “practicing” of identifiable components or discrete techniques of teaching. Purpose Based on an expansive view of practice, I argue that improvisation is inextricably connected to practice and illustrate that the marginalization of improvisation limits opportunities for novice teachers to learn the relational aspects of teaching. I develop the concept of principled improvisation: improvisation that is purposefully oriented toward justice and that accentuates each moment of teaching as political, ethical, and consequential. I describe the design of a learning environment for preservice teachers that was organized around principled improvisation and demonstrate its unique affordances for particular forms of novice teacher learning. Research Design Based on a close reading of novice teachers’ weekly reflections and audio recordings and field notes from the whole-class discussions, I highlight five examples of practice guided by principled improvisation that span a diversity of participants, contexts, and scale. These illustrative cases are not meant to systematically characterize all instances of practice guided by principled improvisation in the course; rather, they are meant to be invitations to grapple with new pedagogical and learning possibilities (and limitations) that emerge when teacher education is organized around principled improvisation. In particular, I explore how learning to listen played prominently in teacher practice guided by principled improvisation and examine how the opportunity to narrate, re-narrate, and re-envision experiences allowed novice teachers to learn and collectively build place-relevant theory. Conclusions The opportunities to learn to recognize emotion, listen, see race in place, consider political expression, and make sense of power across scales were significant aspects of the relational work of teachers that were learned by organizing novice teacher learning around principled improvisation. These forms of learning could not have taken place if the experiences of the novice teacher were only organized around the rehearsal of components of teaching. It required teaching in a complex space that connects self and interactions in place to larger structures and ideologies in society.

scholarly journals Development of Novice Teacher Induction Program Model in Sleman Regency, Indonesia

2019 ◽  
Author(s):  
Maria Dominika Niron ◽  
Lia Yuliana ◽  
Pandit Isbianti ◽  
Baiquni Rahmat
Keyword(s):  
Data Analysis ◽  
Primary School ◽  
Teacher Induction ◽  
Novice Teacher ◽  
Needs Analysis ◽  
Design Stage ◽  
Program Model ◽  
Implementation Phase ◽  
Induction Program ◽  
Product Forms

The study aims to identify and develop Novice Teacher Induction Program Model in SlemanRegency,Indonesia.ThisstudyusedthemethodofResearchandDevelopment BorgandGall.Inthisstudy,ResearchandDevelopmentwassimplifiedintofourstages from ten steps, namely: (1) the preliminary stage which is the initial research stage and gathering information about the implementation of Primary School Novice Teacher Induction Program (PIGP), (2) planning of Primary School Novice Teacher Induction Program (PIGP) as the development of initial product forms, (3) testing, evaluation and revision stages through assessment of model and product feasibility and limited testing, and (4) implementation phase of Novice Teacher Induction Program (PIGP) for Primary school. The data collection techniques used include: (1) Focus Group Discussion (FGD), (2) observation, (3) interviews, and (4) documentation studies. Next, quantitative and qualitative data analysis were used as data analysis techniques in this research. The study revealed that the development of Novice Teacher Induction Program (PIGP) was carried out in four stages: 1) the stage of designing the model and design, 2) expert validation, 3) testing, and 4) program implementation. At the design stage, the model is designed based on the results of the study and needs analysis of the PIPG model. Based on the results of the needs analysis, the school has a variety of mentoring techniques for novice teachers. However, in general the guidance of the learning process or counseling is carried out by the principal and senior teacher.

They yelled me Coronavirus: A Content Analysis of Racism towards Chinese amid Coronavirus Outbreak. An Exploratory and Descriptive Study using Twitter. (Preprint)

2021 ◽  
Author(s):  
Amanda Lloret-Pineda ◽  
Yuelu He ◽  
Josep Maria Haro ◽  
Paula Cristóbal Narvaez
Keyword(s):  
Content Analysis ◽  
Community Support ◽  
First Trimester ◽  
Verbal Aggression ◽  
Food Sharing ◽  
Community Art ◽  
First Semester ◽  
P Content ◽  
Twitter Users ◽  
Prejudice And Discrimination

BACKGROUND As the first COVID-19 cases were noticed in China, many racist comments on Chinese individuals spread. As there is a huge need to better comprehend why all these targeted comments and opinions developed specifically then, this paper emerged to carefully examine racism and advocacy efforts on Twitter in the first trimester of 2020 (from January 15th to March 3rd, 2020). OBJECTIVE The first question aimed to understand which type of racism was displayed on Twitter during the first semester of 2020. The second question was to inquire about Twitter users' behaviors regarding advocacy and activism. METHODS Content analysis was utilized. Using the NCapture browser link and the NVivo software, Tweets in English and Spanish from the Twitter data stream were pulled from January 15th to March 3rd, 2020. A total of 19,150 Tweets were captured using the advanced Twitter search engine with the keywords and hashtags #nosoyunvirus, #imNotAVirus, #ChineseDon’tComeToJapan, #racism, “No soy un virus” and,” Racismo Coronavirus.”After cleaning data, a total of 402 Tweets were codified and analyzed by the research team. RESULTS Data confirms racism during the first months of the Coronavirus outbreak towards Chinese Individuals. Physical and verbal aggression were highly denounced as well as some forms of rejection. Advocacy efforts were huge inside and outside the Chinese community; an allyship sentiment was foster by some White members and an identification with the oppression experienced by Chinese in the Black and Muslim worldwide community. Art, Asian food sharing, and community support activities were the main forms of activism showed on Twitter during the first semester of 2020. CONCLUSIONS Tweets displayed individual, cultural, and institutional racism against Chinese individuals. Individual racism was the most reported form of racism—specifically, physical and verbal aggression. As a form of resistance against racism, Twitter users created spaces for advocacy and activism. The hashtag “I am not a virus” helped break stereotypes, prejudice, and discrimination on Twitter. White, Black, and Muslim allyship relationships were also present to support Chinese individuals. Activism through social media manifested through art, food sharing, and community support.

Socialization of Novice Teachers

2012 ◽  
Vol 22 (5) ◽  
pp. 982-1023 ◽  
Author(s):  
Ben Pogodzinski
Keyword(s):  
Social Structure ◽  
Novice Teachers ◽  
Human Resource ◽  
Novice Teacher ◽  
Teacher Socialization ◽  
Network Approach ◽  
Semistructured Interviews ◽  
Human Resource Directors ◽  
Teacher Association Presidents

Guided by new structuralism theory, this study examined the context of novice teacher socialization, identified the frequency and substance of interactions between novice teachers and their mentors and other colleagues, and reported on novices’ evaluation of the support that they received. Data were collected through semistructured interviews with district human resource directors and teacher association presidents, as well as surveys of novice teachers in six districts in Michigan and five districts in Indiana. Findings suggest that researchers should examine the informal social structure within schools, which can mediate formal induction policy, and that administrators should institute a network approach to socializing novice teachers.

SUSTAINABILITY AND UNSUSTAINABILITY ASPECTS OF INTEGRATION OF NOVICE TEACHERS IN THE SECONDARY SCHOOL SETTING

2018 ◽  
Vol 1 ◽  
pp. 632-642
Author(s):  
Olena Zhukova ◽  
Anita Pipere ◽  
Dzintra Iliško ◽  
Jeļena Badjanova
Keyword(s):  
Secondary School ◽  
Novice Teachers ◽  
School System ◽  
School Setting ◽  
Quality Education ◽  
Professional Support ◽  
Structured Interviews ◽  
Preliminary Research ◽  
Coherent Process ◽  
To Receive

Teachers are being identified as key actors for ensuring quality education, therefore they need to receive a proper professional support during their first years of work in overcoming initial challenges. As the preliminary research indicates, support that they gain is systemic and fragmentary. The aim of the study is to explore the sustainability and unsustainability aspects of integration of novice teachers in the secondary school system. The research methods employ are semi-structured interviews with fourteen teachers on their adaptation experience in the school system, considering both obstacles and factors of success. Research indicates that novice teachers leave their work within the first three years of teaching by finding demands too high and workload sometimes unmanageable. The authors offer suggestions for a more efficient and coherent process of mentoring and professional development of novice teachers.

Novice Teachers’ Experiences in High-Poverty Schools: An Integrative Literature Review

2017 ◽  
Vol 56 (1) ◽  
pp. 3-31 ◽  
Author(s):  
Elizabeth Bettini ◽  
Yujeong Park
Keyword(s):  
Literature Review ◽  
Novice Teachers ◽  
Teacher Development ◽  
Working Conditions ◽  
School Leaders ◽  
Educational Opportunities ◽  
Integrative Review ◽  
High Poverty ◽  
High Poverty Schools ◽  
Teachers Experiences

Retaining teachers in high-poverty schools is essential for ensuring students who live in poverty have equitable educational opportunities. Understanding novices’ experiences can help school leaders improve novices’ retention in high-poverty schools throughout their careers. This integrative review of studies investigates novices’ experiences teaching in high-poverty schools. We identified common themes in extant studies, as well as several important areas of research that are, to date, under-studied; most notably, more research is needed to explore differences in novices’ experiences of their working conditions in high- versus low-poverty schools, and the implications of those differences for teacher development and retention.

Sign in / Sign up

Export Citation Format

Share Document