Second-Phase Induction for Teacher Educators: Challenges and Possibilities

Morberg, Åsa; Eisenschmidt, Eve

doi:10.1007/978-1-4020-8874-2_8

Cited by 7 publications

(6 citation statements)

References 4 publications

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“…These findings justify a need for teachers with all qualifications to experience comprehensive induction programmes. Consistent with earlier studies (e.g., Feiman-Nemser, 2001;Morberg & Eisenschmidt, 2009), irrespective of qualification when entering into the teaching profession, beginning teachers require in-depth and structured induction support. Morberg and Eisenschmidt (2009) argued that it is either on-the-job training through induction programmes or other external training that facilitates the experience and expertise of beginning teachers.…”

Section: Induction: the Contextsupporting

confidence: 75%

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A Seychelles case of beginning teachers' perspectives of support and challenges in their pursuit of effective teaching practices

Confait¹

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<p>Supporting teachers at the start of their career can help them to develop their pedagogical practice, and to understand the educational, political, and school systems within which they teach. Similarly, effective support can enhance the professional development and learning of beginning teachers, and contribute towards their overall path towards greater effectiveness, ensuring quality teaching. Recent education reforms in the Seychelles have placed an expressed focus on improving quality teaching. This study explores the support for and challenges faced by beginning teachers in the Seychelles in their efforts to implement effective teaching practices. In order to understand the phenomenon of beginning teacher support, a mixed methodology within an ethnographic, sociocultural framework with an emphasis on qualitative data was used. Research was conducted in two sequential phases within the Seychelles: in-depth, site-based qualitative cases studies of three beginning teachers and their school-based contexts, followed by a national quantitative survey completed by 56 beginning teachers. The qualitative phase generated data through interviews (with beginning teachers, deputy heads, and heads of department), document analysis and classroom observations in three schools across the main island, Mahe. The findings of this research identified that both the policy context and the more localised practical factors such as resource allocation, confidence in working with student diversity, and collegial relationships, combined to contribute to how beginning teachers experienced their induction period. The research revealed that whilst the central policy advocates for a school-based mechanism that would support and evaluate beginning teachers, schools' policies and practices around induction were for the main part, inadequately supporting beginning teachers. These results highlighted that the developmental and learning needs of beginning teachers were not clearly understood, either by school leaders or by beginning teachers. This limited understanding combined with a general conservative approach towards teaching within the schools impacted on how beginning teachers were supported and how they learnt from their pedagogical practices. The findings showed how participating beginning teachers endeavoured to align themselves with their schools' expectation for effective teaching, challenging their own beliefs about effective practice. In order to comply with routine expectations, they embraced predominantly teacher-centred practices, rather than a student-centred approach to their teaching. In view of the ongoing effort to augment the quality of education in the Seychelles, supporting beginning teachers could be recognised as part of this endeavour. For effective ongoing support, the research findings identified the need for contexts where open dialogue around teaching is culturally encouraged, and that embrace effective support policies, professional learning, and development for all teachers. It is in such contexts that beginning teachers are more likely to work alongside colleagues, address their professional issues, and join in the collective endeavour to improve their own and their students' learning and achievements.</p>

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Section: Induction: the Contextsupporting

confidence: 75%

“…as opposed to diploma holders) do not require induction support might be misguided. It has been reasoned that teachers' development as professionals does not end when they complete teacher-training programmes (Feiman-Nemser, 2001;Morberg & Eisenschmidt, 2009).…”

Section: Induction: the Contextmentioning

confidence: 99%

A Seychelles case of beginning teachers' perspectives of support and challenges in their pursuit of effective teaching practices

Confait¹

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“…The school teachers in our study were not becoming university teacher educators and were thus free of the very demanding relationship-maintenance role with schools, as well as issues relating to student well-being (Ellis et al 2011). In particular, the teachers in our study were not encumbered with the challenges of the university socialisation process (Morberg and Eisenschmidt 2009) that is often associated with, as outlined above, a whole host of identity-related issues. Thus this situation was very different both in its scope and challenges.…”

Section: Becoming a Teacher Educatormentioning

confidence: 82%

New directions for teacher education: investigating school/university partnership in an increasingly school-based context

Jackson

Burch

2018

Professional Development in Education

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As school-led teacher education becomes more prevalent in England and elsewhere, new challenges arise for university and school-based teacher educators. Against this policy backdrop we discuss the challenges faced by universities and schools. We draw on findings from our small-scale case study which looked at the practice of a group of school-based teacher educators working in a Third Space with a boundary broker from the university sector. From these findings we suggest a form of teacher education that synthesises school and university expertise in ways which have the potential to develop new directions for partnership from both sides of a supposed boundary. We discovered that Third-Space activity has the potential to bring about a shift in school-based teacher educators' practices, both with student teachers and in their everyday teaching. There was some evidence that there could be benefits to schools and universities. In particular, it seemed that the skilful use of boundary brokering, aimed at the fostering of the second-order teaching skills of teaching others to teach, was significant. We propose a series of ideas for how boundary brokering within Third-Space activity has the potential to suggest new directions for the role of both school-based and university teacher educators.

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“…It is worth interrogating further, therefore, what goes on inside this funnel and what determines who makes it through to the other side. Morberg and Eisenschmidt (2009) remind us that there are commonly two routes to teacher education, one where a person remains in higher education, gains a PhD, and begins to teach as part of their academic role, and another where a person teaches in a school setting for considerable time before returning to higher education and taking up an academic role. While six participants in the current study spent several years teaching physical education in schools before entering teacher education, the others found themselves taking a relatively direct route from their undergraduate physical education degrees to researcher and teacher education positions within universities.…”

Section: Findings and Discussionmentioning

confidence: 99%

An exploration of the influence of professional relationships on the career pathways of physical education teacher educators

McEvoy

Heikinaro-Johansson

MacPhail

2018

European Physical Education Review

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This paper focuses on the professional journeys of 14 mid- and late-career teacher educators in seven countries in the subject area of physical education. Data was gathered through two rounds of semi-structured interviews and revealed a strong emphasis on the professional relationships impacting upon participants’ entry to and development within the profession. Career interest development, career choice and career performance were all affected by the people with whom participants formed relationships throughout their careers. The findings are discussed with reference to the role of teacher educators in selecting, encouraging and supporting their teacher education colleagues.

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Second-Phase Induction for Teacher Educators: Challenges and Possibilities

Cited by 7 publications

References 4 publications

A Seychelles case of beginning teachers' perspectives of support and challenges in their pursuit of effective teaching practices

A Seychelles case of beginning teachers' perspectives of support and challenges in their pursuit of effective teaching practices

New directions for teacher education: investigating school/university partnership in an increasingly school-based context

An exploration of the influence of professional relationships on the career pathways of physical education teacher educators

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