Induction Experiences of Novice Teachers and Their Coaches

Autor/inn/en	Mitchell, Douglas; Keese, Jeffrey; Banerjee, Manjari; Huston, Debbee; Kwok, Andrew
Titel	Induction Experiences of Novice Teachers and Their Coaches
Quelle	In: Teacher Development, 25 (2021) 4, S.411-431 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keese, Jeffrey) ORCID (Banerjee, Manjari) ORCID (Kwok, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2021.1944903
Schlagwörter	Beginning Teacher Induction; Beginning Teachers; Faculty Development; Coaching (Performance); Teaching Methods; Correlation; Integrated Learning Systems; Program Design; Teacher Attitudes; Teacher Surveys; Comparative Analysis; Elementary Secondary Education; California + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Programme design; Programmaufbau; Programmplanung; Lehrerverhalten; Kalifornien
Abstract	This mixed-methods study explores the experiences and influence of induction on novice teachers. The authors quantitatively analyze survey data from over two thousand novice teachers and a thousand of their coaches through statistical comparisons and multiple linear regression analyses to explore whether structures of induction are associated with how teachers learn and develop in their pedagogy. Qualitative analyses of respondents' open-ended responses guided by word cluster formations indicate a positive feeling about this induction program but revealed differing areas of focus between novice teachers and their coaches. Results indicate the importance of coaches, curriculum, and the learning management system in creating positive induction experiences. Findings from this study have implications for the influence and structural design of induction programs for novice teacher development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01