Induction: the experiences of newly qualified science teachers

Soares, Allan; Lock, Roger; Foster, Julie

doi:10.1080/02607470802213817

Cited by 12 publications

(8 citation statements)

References 14 publications

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“…Howe (2006) reported on how new teachers in Japan and Germany experienced a comprehensive two-year internship that supported their learning. Soares et al (2008) concluded that the English induction system was adequate, but in need of structural enhancements in order to better support NHTS. Across these studies, it is evident that some educational systems are oriented towards the cultivation of professional practice, while other systems are oriented towards regimens of support.…”

Section: Studies In Science Educationmentioning

confidence: 97%

“…Studies by Howe (2006), Britton, Paine, Pimm, and Raizen (2003) and Soares, Lock, and Foster (2008) examined induction programmes in different countries. Britton et al (2003) revealed how new US teachers often did not have well-conceptualised and enacted systems of support, but the teachers in New Zealand experienced assistance from many people, thus ensuring adequate support for teaching in a content area.…”

Section: Studies In Science Educationmentioning

confidence: 98%

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Supporting newly hired teachers of science: attaining teacher professional standards

Luft

Dubois

Nixon

et al. 2014

Studies in Science Education

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National standards for teachers are becoming more common. For newly hired teachers of science (NHTS), these standards have implications for how they are prepared and supported in their early years. In order to guide educators who prepare and study teachers of science and support NHTS, this review examines 30 years of research pertaining to teachers of science in their first five years of teaching. An examination of several national standards documents resulted in six broad areas that frame this review: Content and Curricular Knowledge, Learners and Learning, Professional Practice and Learning Environments, Equity, Assessment and Professionalism. It is evident from the review of identified articles that NHTS are capable of much more than has been envisioned and discussed previously, and that they are in a unique period in which their knowledge and abilities are being modified rapidly. This review points to the need for well-configured induction programmes, and the importance of the alignment between initial certification programmes and induction programmes. Finally, this review suggests several areas that are in need of study, such as how NHTS build their knowledge about learners and learning, and assessment. This review begins to fill the 'gap' in our understanding of science teacher development by specifically examining NHTS.

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Section: Studies In Science Educationmentioning

confidence: 97%

Section: Studies In Science Educationmentioning

confidence: 98%

Supporting newly hired teachers of science: attaining teacher professional standards

Luft

Dubois

Nixon

et al. 2014

Studies in Science Education

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“…While these studies showed that new teachers are assigned OOF more than experienced teachers, the point at which teachers begin to transition to teaching more in field has not been identified. As OOF assignments have been cited as a reason for leaving the profession (Donaldson & Johnson, ; Keigher, ; Patterson et al, ; Sharplin, ; Soares, Lock, & Foster, ) and almost half of new teachers leave within the first 5 years (Ingersoll et al, ; National Academies of Sciences, ), this shift toward more in‐field teaching may begin during the first 5 years.…”

Section: Effects Of Oof Teachingmentioning

confidence: 99%

Prevalence and predictors of out‐of‐field teaching in the first five years

2017

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Many new science teachers are assigned to teach subjects in which they have not been prepared, a practice referred to as out-of-field (OOF) teaching. Teaching OOF has been shown to negatively influence instruction and constrain teachers' development. In this study, we explored the extent to which new secondary science teachers were assigned OOF across their first 5 years. Analysis of this longitudinal data set indicated that these assignments were common. While new science teachers were assigned to teach a variety of subjects over their first 5 years of teaching, they were not assigned more or fewer OOF courses over time. Furthermore, results indicated that teachers in certain situations are more likely than others to be assigned to teach OOF. Even with federal legislation in the United States seeking to eliminate OOF teaching, a large portion of new secondary science teachers are assigned to teach science disciplines for which they are inadequately prepared. Based on the findings of this study, it is worth exploring policy avenues that eliminate OOF teaching. Policymakers, administrators, and teacher educators should seek to provide supports, such as science-specific induction programs designed for new teachers who are assigned OOF, and science teacher educators should prepare prospective teachers to teach multiple science disciplines. #

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“…The research conducted by Balkar and Sahin [41] also revealed that the novice teachers expressed their opinion on the fact that the mentor teachers should be trained. Similarly, Soares, Lock and Foster [42] and Ulvik and Sunde [43] pointed out that there is a necessity for formal education to become a mentor. In this context, it would not be wrong to say that it is important that all parties receive effective education before the induction to teaching program is implemented.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Assessment of Induction to Teaching Program: Opinions of Novice Teachers, Mentors, School Administrators

Aktaş¹

2018

ujer

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This research aimed at evaluating Induction to teaching Program according to the opinions of novice teachers, mentors and administrators is a qualitative research carried out in the pattern of phenomenology. The data of the study were collected through semi-structured interviews with 40 novice teachers, 43 mentors and 5 school administrators. Content analysis was done in the analysis of the data. As a result of the research, it was concluded that an information meeting was held at the beginning of the training program but it was inadequate, that the mentors were not volunteers, that they were more planned and programmed compared to the teaching practice received during the undergraduate education, that it was taken more serious, that performing the induction to teaching program at the place appointed had advantages, and that there are several issues caused by the novice teacher, mentor and the process. For the continuity of the application, proposals such as reducing the number of forms filled in the process, ensuring volunteerism in mentors, supervision of the interaction between the novice teacher and mentor, performing the processes at the place to which they are appointed were developed.

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Induction: the experiences of newly qualified science teachers

Cited by 12 publications

References 14 publications

Supporting newly hired teachers of science: attaining teacher professional standards

Supporting newly hired teachers of science: attaining teacher professional standards

Prevalence and predictors of out‐of‐field teaching in the first five years

Assessment of Induction to Teaching Program: Opinions of Novice Teachers, Mentors, School Administrators

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