A Multi-Method Qualitative Study of a New Teacher Inservice Training Program to Improve Teaching in a Primary School

Autor/in	James, Diann C.
Titel	A Multi-Method Qualitative Study of a New Teacher Inservice Training Program to Improve Teaching in a Primary School
Quelle	(2017), (107 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-4387-9
Schlagwörter	Hochschulschrift; Dissertation; Mixed Methods Research; Qualitative Research; Inservice Teacher Education; Teacher Improvement; Elementary School Teachers; Beginning Teachers; Data Collection; Special Education; Special Needs Students; Overseas Employment; Grounded Theory; Intervention; Special Education Teachers; Faculty Development; Program Effectiveness; Teacher Attitudes; Needs Assessment; Educational Strategies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Lehrerfortbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Data capture; Datensammlung; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Auslandstätigkeit; Special education; Sonderpädagoge; Lehrerverhalten; Bedarfsermittlung; Lehrstrategie
Abstract	The purpose of this multi-method qualitative study was to collect data for a future development of an in-service training program for new teachers employed by Lake Forest Academy (pseudonym). New teachers of children with special educational needs faced challenges teaching in this Middle East country in addition to those faced by the new general education teacher. The sample description of this study was five new teachers of children with special educational needs that were expatriates with: (a) no less than five years of classroom teaching experience; (b) no more than two years teaching at Lake Forest Academy. The study established three research questions and collected data to answer the following: (a) What problems do new teachers of children with special educational needs encounter during their first months and years on the job? (b) How can these problems be addressed? (c) What kinds of support do new teachers of children with special educational needs and staff need? This study explored grounded theory and conceptual modeling to provide a strategy collected from data to create essential support and interventions needed for new teachers of children with special educational needs at Lake Forest Academy. Findings of the study revealed in-service training is important for new special education teachers in a primary school as a tool for professional development. This tool could prove to be a viable investment in teachers, school and community. In addition, it's important for teachers to acquire contemporary knowledge and skills by attending in-service training. The effectiveness of in-service training is important to ensure that the training is suitable and brings about the intended results such as improving teacher's attitude, developing a needs analysis and strategies for improvements. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01