Induction and Mentoring: Levels of Student Teacher Understanding

Autor/inn/en	Wilkins, Elizabeth A.; Okrasinski, Jeanne E.
Titel	Induction and Mentoring: Levels of Student Teacher Understanding
Quelle	In: Action in Teacher Education, 37 (2015) 3, S.299-313 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2015.1048010
Schlagwörter	Student Teacher Attitudes; Beginning Teacher Induction; Mentors; Teacher Education Programs; Surveys; Mixed Methods Research; Knowledge Level; Statistical Analysis; Grounded Theory; Education Majors + Suchen Sie Ihr Suchwort? Survey; Umfrage; Befragung; Wissensbasis; Statistische Analyse
Abstract	The purpose of this study was to explore perspectives held by student teachers about induction and mentoring programs and how teacher education programs could contribute to a broader continuum of supports that span from preservice to in-service teaching. Using survey research, this mixed-method study sought to understand what student teachers from three state universities (N = 310) knew about induction and mentoring. To answer the four research questions, quantitative data from the surveys were analyzed using descriptive statistics and chi squared, whereas the open-ended items were analyzed using grounded theory methodology. Findings indicated that student teachers have limited comfort with and awareness of induction programming, including new teacher supports. Levels of understanding utilizing a new induction continuum theory are described: limited, basic, emerging, and knowledgeable. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01