A Case Study of an Induction Year Teacher's Problem-Solving Using the LIBRE Model Activity

Autor/inn/en	Guerra, Norma S.; Flores, Belinda Bustos; Claeys, Lorena
Titel	A Case Study of an Induction Year Teacher's Problem-Solving Using the LIBRE Model Activity
Quelle	In: New Horizons in Education, 57 (2009) 1, S.43-57 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1683-1381
Schlagwörter	Feedback (Response); Mentors; Self Efficacy; Holistic Approach; Problem Solving; Logical Thinking; Teacher Certification; Social Environment; Teaching Experience; Beginning Teachers; Models; Universities; Texas + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Holistischer Ansatz; Problemlösen; Soziales Umfeld; Junior teacher; Junglehrer; Analogiemodell; University; Universität
Abstract	Background: A federally-funded program at the University of Texas at San Antonio adopted a holistic problem solving mentoring approach for novice teachers participating in an accelerated teacher certification program. Aims/focus of discussion: To investigate a novice teacher's problem-solving activity through self-expression of challenges and management of identified problems. Of interest was the level of novice teacher detail provided to explore specific problems, goals, and completion of developed resolution plans. The LIBRE Model, developed as a clinical tool, was used to facilitate "self-talk," and personal self-attention to concerns expressed within the person's "worldview" of social context. Sample: One novice teacher in her induction year participated in this study. The information collected included her expressed: self-awareness, social expectations, skills, facility in processing identified challenges and willingness to invest in change. Method: Three mentor facilitated novice teacher problem-solving sessions were conducted. With each session, a problem-solving exercise occured, which included the development of a resolution plan. Only the novice teacher's words and plans were recorded. This holistic approach was designed to capture the individual's tailored, supported, and transitional changes from novice to more experienced teacher. The sustainability of the teacher's self-managed changes was evident with the fourth problem solving activity which was completed independent of the mentor. Results: Teacher and mentor feedback are presented. The value of monitoring teacher self-awareness and self-managed change are discussed as elements of the structured mentor-mentee communication. Conclusion: Diagnostic/intervention tools such as the LIBRE Model introduced during the beginning teaching experience provide key information about the individual in terms of self-exploration, problem solving, and decision-making. As evidenced in the case study, the novice teacher found an approach based on her self-reflection and personal strengths, which increased her sense of self-efficacy and professional self-confidence. (Contains 3 tables.) (As Provided).
Anmerkungen	Hong Kong Teachers' Association. 242 Nathan Road, National Court 7/F, Kowloon, Hong Kong. Tel: +852-2367-3420; Fax: +852-2722-4813; e-mail: hkta1934@yahoo.com.hk; Web site: http://www.cpe.ied.edu.hk/newhorizon
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10