Novice teachers’ learning and knowledge building during the induction programme

Tammets, Kairit; Pata, Kai; Eisenschmidt, Eve

doi:10.1080/02619768.2018.1523389

Cited by 16 publications

(8 citation statements)

References 23 publications

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“…Westerlund and Eliasson (2021) reported that the Swedish novice physical education teachers faced seclusion and reality shock during their induction. Tammets, Pata, and Eisenschmidt (2018) found that Estonian novice teachers were inadequately supported by their colleagues and tertiary level experts. Similarly, Kourieos and Diakou (2019) found that the novice primary level EL teachers in Cyprus faced diffi culty in dealing with learners who spoke different languages and came from various cultural backgrounds.…”

Section: Locating the Gap For The Present Studymentioning

confidence: 97%

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

Rouf

2022

J NELTA

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This study aimed to explore the English language (EL) teachers’ induction phase in Bangladesh, focusing on the usual practices, challenges they face, and their expectations. Teachers’ induction phase is immensely signiﬁcant as they make a transition to the teaching profession. Following the qualitative phenomenological approach, qualitative data were collected from six (6) EL teachers working at the primary, secondary, and higher secondary levels across Bangladesh through interviews. The collected data were analysed using the thematic analysis framework as advocated by Braun and Clarke (2006). The key ﬁndings included a three-segment teacher recruitment mechanism, absence of pre-service teacher preparation and adequate initial training, varied initial experiences of teachers, no mentoring and observation, limited collaboration, and inadequate opportunity for professional development. Moreover, the ﬁndings also revealed that many such teachers are confused regarding their career because of discrepancies between pre-service perceptions and in-service actualities, lack of required support and resources for novice teachers, the signiﬁcance of teachers’ proactive role in induction, and their confusion about career planing.

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Section: Locating the Gap For The Present Studymentioning

confidence: 97%

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

Rouf

2022

J NELTA

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“…Several recent studies have indicated the importance of teacher induction in the early years of their practice of the teaching profession and have shown that there is a positive correlation between teacher induction and professional development, as well as student learning outcomes and classroom skills (Aarts et al, 2020;Kelly et al, 2019;Tammets et al, 2019;Nguyen et al, 2020;Whalen et al, 2019). See et al (2020) indicated in their systematic review, which included the topic of international interventions and evidence used to attract and improve the level of teacher recruitment and retention in the profession to the effectiveness of induction programs, is not sufficiently clear, and among the promising interventions were induction programs, such as early professional support and continuing professional development for teachers, in order to retain them in the profession, but there is no evidence of their success or effectiveness, although there is increasing interest in related strategies and policies.…”

Section: Induction Programs and Teachers' Effectivenessmentioning

confidence: 99%

Induction Programs’ Effectiveness in Boosting New Teachers’ Instruction and Student Achievement: A Critical Review

Abdallah

Alkaabi

2023

IJLTER

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Induction programs are a set of systematic structures aimed at for supporting and guiding novice teachers and in helping them to learn responsibilities and to improve practices related to the effective teaching process and its impact on students’ achievement. The purpose of this critical review was to examine ten empirical studies conducted between 2000 and 202, in order1 to determine the impact of induction programs on teachers' self-efficacy and teaching practices as well as students’ learning and achievement. These studies were selected based on their direct relevance to the induction programs for novice teachers; and they are distinguished by the clarity of the methods used, the results, and the presence of experimental evidence. In addition, the quality of these studies must be high. Most of the studies empirically support the claim that induction programs for new teachers positively impact both the instructional practices and the students’ achievement. However, some of the studies showed no significant relationship between them. Therefore, this review attempts to reconcile the results of these studies that were showed by each study, and highlight the elements that contribute to variations in the results, including potential flaws in research design or other shortcomings, if any. The most prominent results of this review were that eight studies, which demonstrated that induction programs have a positive effect on teachers' classroom practices and students’ achievement; while two studies indicated that there was no relationship between teachers’ induction and students’ achievement. Finally, the relevant questions not addressed in the literature are suggested for promoting additional research that would demystify some of the ambiguities among the existing studies.

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“…The beginning teachers' learning and knowledge-building practices were researched in the extended professional learning community, including both schools and universities (Tammets, Pata, & Eisenschmidt, 2019). The analysis showed to what extent there are elements of shared practices in the extended professional community, but beginning teachers said that they received little support from other teachers or from the university induction programme group.…”

Section: The Developments and Challenges Of The Estonian Induction Programmementioning

confidence: 99%

Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews

Frederiksen¹

2020

New Teachers in Nordic Countries - Ecologies of Mentoring and Induction

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This article gives an overview – in the form of a “review of reviews” – of existing knowledge in the research on teacher induction programs in primary and secondary schools. The article is based on seven reviews. The article describes the various elements that can make up teacher induction programs in primary and secondary schools, and shows that such programs – with their various content and contexts – can contribute to the professionalization of teaching. This includes the development of insight, self-efficacy, and self-esteem. Induction training can counteract burnout, strengthen teacher resilience and thereby facilitate continuing professional development and a firm foothold in the job as a teacher.

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Novice teachers’ learning and knowledge building during the induction programme

Cited by 16 publications

References 23 publications

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

Induction Programs’ Effectiveness in Boosting New Teachers’ Instruction and Student Achievement: A Critical Review

Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews

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