자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?

/pdf/from-preparation-to-practice-designing-a-continuum-to-1bxnhvnafl.pdf

From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching

In recent years there has been an increase in the number of programs offering support, guidance, and orientation for beginning teachers during the transition into their first teaching job. This study examines whether such programs—collectively known as induction—have a positive effect on the retention of beginning teachers. The data used in the analysis are from the nationally representative 1999–2000 Schools and Staffing Survey. The results indicate that beginning teachers who were provided with mentors from the same subject field and who participated in collective induction activities, such as planning and collaboration with other teachers, were less likely to move to other schools and less likely to leave the teaching occupation after their first year of teaching.

/pdf/what-are-the-effects-of-induction-and-mentoring-on-beginning-3zvprxdd2f.pdf

What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover

/pdf/from-preparation-to-practice-designing-a-continuum-to-12bczni40y.pdf

In the Beginning: The Induction of Physical Educators

Issues and Themes of Socialization into Physical Education

Contextual factors in the workplace can either enhance or inhibit teachers' ability to do their job. Oakes (1989) emphasized the importance of contextual factors in the workplace, stating, "because classroom interactions take place within a particular school, the characteristics of the school affect the nature of those interactions" (p. 183). Goodlad, Soder, and Sirotnik (1990) summarized the impact of contextual factors in the following statements:

https://ulir.ul.ie/bitstream/handle/10344/3203/OSullivan_1994_hoops.pdf?sequence=2

Contextual Hoops and Hurdles: Workplace Conditions in Secondary Physical Education.

Findings from multiple studies indicate that the various assistance programs provided for teachers have made important contributions to both teachers and students in these school settings. Two major areas emerged as important for teachers: assistance with instructional and managerial concerns and the importance of emotional support for entry-year teachers. Multiple studies show that assistance programs for beginning teachers help with managerial and instructional concerns and emotional support, which in turn increase teacher retention. Managerial and Instructional Support Multiple studies show the positive impact of managerial and instructional support on teachers' perceptions and teaching performance. After administering a survey examining concerns of first-year teachers, Odell (1986, 1987) reported that beginning teachers who have received assistance identify instructional needs as more important than managerial concerns. Teachers without assistance reported needs primarily focusing on student management (Veenman, 1984). These studies suggest that teachers with support can move beyond management concerns to better address instructional needs of their students. In a self report by first-year teachers, Huling-Austin and Murphy (1987) reported that teachers attributed a substantial amount of change to the assistance they received in the induction program. Most of the changes were of an instructional nature and of the type directly influencing quality of instruction. Marockie and Looney (1988) found that 67% of the 15 beginning teachers in their study reported making better use of their time in instruction; 33% believed they used praise more often, used better classroom management strategies, used space more efficiently, conducted their classes in a more businesslike manner, and improved their record keeping. When the focus of the assistance programs included addressing teachers' teaching performance objectives, specific improvements resulted in the variables addressed. In a collaborative effort involving beginning teachers, exemplary teachers selected by the school district, and university instructors at the University of Georgia, the University of Georgia Teacher Assessment Project was implemented (Weller, 1982). Twenty-three teachers received inservice education during winter 1981 to improve competencies identified and measured on the Teacher Performance Assessment Instrument (TPAI). During the final observation, all teachers successfully demonstrated competency in all areas on the TPAI. Elsner (1984), using the Oklahoma Entry-Year Assessment Program, found that first-year teachers improved significantly in developing planning skills, handling class discussions, preparing unit and lesson plans, managing discipline problems, and teaching or training others. Summers (1987) examined teachers involved with the Certification Renewal Experiences Designed to Improve Teaching (CREDIT), a project for first-year teachers implemented by Indiana State University. Findings indicated significant measurable changes for the CREDIT group compared to the control group in use of mastery learning and mastery learning theory, motivation to understand and use higher order questions, inclination to teach critical thinking skills, awareness of state and local curriculum guides, ability to communicate with parents, and ability to communicate with the public at large. Phelps and Wright (1986) reported a peer coaching program designed to improve classroom instruction in a rural area, where 35 teachers worked for 1 year to improve behaviors identified on the Effective Teaching Checklist developed at Tennessee Technological University. They reported the peer coaching technique to be a cost-effective method to provide in-class feedback and support for rural teachers; teachers significantly improved in 8 of the 12 categories tested: selection of methods, selection of materials, instruction, questioning, motivation, classroom management, providing practice, and evaluation and feedback. …

Sandra A. Stroot

Papers

In the Beginning: The Induction of Physical Educators

Issues and Themes of Socialization into Physical Education

Contextual Hoops and Hurdles: Workplace Conditions in Secondary Physical Education.

Impact of a Collaborative Peer Assistance and Review Model on Entry-Year Teachers in a Large Urban School Setting

Footprints and Signposts: Perspectives on Socialization Research