Is the Glass Half Full or Half Empty: newly qualified teachers' perceptions of their progress at the midpoint of their induction year

Developing and Sustaining Successful Mentoring Relationships

“…Relationships and relationship building are pivotal in teaching, particularly as it facilitates productive collaborations with colleagues and parents (e.g., Ferguson & Johnson, 2010;Merrill, 2006;Romano & Gibson, 2006), and as a way to engage students in education (Pianta, Hamre, & Allen, 2012). Preservice teachers are learning about professional relationships and relationship building when in the school system, as they are required to work closely with their mentor teachers (Hobson, Ashby, Malderez, & Tomlinson, 2009).…”

Designing Effective Induction for Beginning Special Educators: Recommendations from a Review of the Literature

“…Many beginning teachers also described struggling to acquire adequate supplies and materials Kilgore et al, 2003;Merrill, 2006;Ponticell & Zepeda, 1997;Whitaker, 2003;Wilkinson, 1997). A concern frequently noted by both general and special education beginning teachers was the need for information on school building policies and procedures, such as issuing report cards and attending faculty meetings (Hertzog, 2002;Kilgore & Griffin, 1998;Luft & Cox, 2001;Merrill, 2006;Whitaker, 2000Whitaker, , 2003Wilkinson, 1997).…”

“…All beginning teachers consistently described encountering unexpectedly large quantities of paperwork and difficulties with finding time for daily lesson planning and record keeping (Billingsley & Tomchin, 1992;Eberhard, Reinhard-Mondragon, & Stottlemyer, 2000;Gilles, Cramer, & Hwang, 2001;Griffin et al, 2009;Hertzog, 2002;Johnson, 2004;Kilgore, Griffin, OtisWilborn, & Winn, 2003;Merrill, 2006;Selzer, 2000;Walbeck, Menlove, Gariff, Menlove, & Harris, 2003). Many beginning teachers also described struggling to acquire adequate supplies and materials Kilgore et al, 2003;Merrill, 2006;Ponticell & Zepeda, 1997;Whitaker, 2003;Wilkinson, 1997).…”

“…All beginning teachers consistently described encountering unexpectedly large quantities of paperwork and difficulties with finding time for daily lesson planning and record keeping (Billingsley & Tomchin, 1992;Eberhard, Reinhard-Mondragon, & Stottlemyer, 2000;Gilles, Cramer, & Hwang, 2001;Griffin et al, 2009;Hertzog, 2002;Johnson, 2004;Kilgore, Griffin, OtisWilborn, & Winn, 2003;Merrill, 2006;Selzer, 2000;Walbeck, Menlove, Gariff, Menlove, & Harris, 2003). Many beginning teachers also described struggling to acquire adequate supplies and materials Kilgore et al, 2003;Merrill, 2006;Ponticell & Zepeda, 1997;Whitaker, 2003;Wilkinson, 1997). A concern frequently noted by both general and special education beginning teachers was the need for information on school building policies and procedures, such as issuing report cards and attending faculty meetings (Hertzog, 2002;Kilgore & Griffin, 1998;Luft & Cox, 2001;Merrill, 2006;Whitaker, 2000Whitaker, , 2003Wilkinson, 1997).…”

“…Beginning special educators continued to report this need for more general education curriculum and content area information in their undergraduate education in findings reported by Gehrke and Muri in 2006. Deeper content analysis, however, did detect differences between general education and special education teachers related to curriculum concerns. General education teachers reported that knowing and covering the curriculum, choosing what to teach from the curriculum provided, and completing all of the components of a program were the most challenging aspects of teaching at both the elementary and secondary levels (Ganser, 1999;Gilles et al, 2001;Hertzog, 2002;Merrill, 2006). In contrast, beginning special education teachers described their frustrations with building the curriculum themselves as "special education did not have a textbook curriculum" and "my biggest challenge was coming up with curriculum" (Gehrke & Muri, 2006;Whitaker, 2000).…”