Induction Seminars as Professional Learning Communities for Beginning Teachers

Autor/inn/en	Fresko, Barbara; Nasser-Abu Alhija, Fadia
Titel	Induction Seminars as Professional Learning Communities for Beginning Teachers
Quelle	In: Asia-Pacific Journal of Teacher Education, 43 (2015) 1, S.36-48 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2014.928267
Schlagwörter	Beginning Teacher Induction; Faculty Development; Mentors; Communities of Practice; Questionnaires; Seminars; Social Support Groups; Professional Identity; Coping; Behavior Problems; Discipline; Student Behavior; Adjustment (to Environment); Self Esteem; Mixed Methods Research; Teacher Attitudes; Foreign Countries; Semi Structured Interviews; Observation; Israel + Suchen Sie Ihr Suchwort? Community; Fragebogen; Seminar; Social support; Soziale Unterstützung; Bewältigung; Disziplin; Student behaviour; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Lehrerverhalten; Ausland; Beobachtung
Abstract	This paper explores the operation and contribution of induction seminars operated as learning communities for new teachers. Mixed methods were used: 378 new teachers and 29 seminar leaders completed questionnaires, 16 new teachers and 14 seminar leaders were interviewed, and 20 seminar meetings were observed. Findings showed that seminar discussions focused primarily on coping with discipline problems, building self-confidence, and developing a professional identity. The main contribution of the seminars was emotional support provided in a non-threatening environment. Findings imply that seminars can be a significant supplement to in-school mentoring for the professional development and adjustment of new teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10