Teacher Induction Policies and Practices in Two Different Contexts: A Comparative Study of Turkey and the USA (State of Wisconsin Sample)

Tekir, Serpil

doi:10.15390/eb.2021.9831

Cited by 2 publications

(1 citation statement)

References 15 publications

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“…However, these skills do not come without work, or happen overnight; rather, they come with carefully designed induction programs (O'Malley, 2010). Tekir (2022) conducted a study aimed at comparing between United States of America and Turkey regarding teachers' induction practices and policies; and one of the most important results he reached was that the effectiveness of beginning TIPs leads to the production of practitioners from those teachers who have effectiveness in their classrooms, which ensures the success of the educational experience with high quality for all the students.…”

Section: Instructional Practices and Students' Achievementmentioning

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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Section: Instructional Practices and Students' Achievementmentioning

confidence: 99%

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

Abdallah

Alkaabi

2023

IJLTER

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Okul Öncesi Alanındaki Aday Öğretmenlerin Aday Öğretmen Yetiştirme Sürecine Yönelik Görüşlerinin İncelenmesi

Bektaş,

Acar Güvendir

2024

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi

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Bu çalışmanın amacı, okul öncesi alanındaki aday öğretmenlerin aday öğretmen yetiştirme sürecine yönelik görüşlerinin incelenmesidir. Çalışmanın amacına yönelik olarak betimsel araştırma modeli kullanılmıştır. Çalışma grubunu İstanbul ili Arnavutköy ilçesinde görev yapan okul öncesi alanındaki 15 aday öğretmen oluşturmuştur. Verilerin toplanmasında çalışma dâhilinde geliştirilen yarı yapılandırılmış görüşme formundan yararlanılmıştır. Çalışmanın kavramsal yapısı ve analizine temel oluşturacak kod ve kategoriler önceden belirlendiği için betimsel analiz yöntemi uygulanmıştır. Uzaktan eğitim kurs ve seminerlerinin aday öğretmenlerin mesleki gelişimlerine katkısı olmadığı; danışman öğretmen uygulamasının, programın geliştirilmesi gereken yönleri arasında olduğu sonucuna ulaşılmıştır. Ayrıca aday öğretmenler ders planlama sürecine yönelik doldurulan formların gereksiz olduğu; ders uygulama ve değerlendirme sürecinde doldurulan formların gerçekçi olmadığını dile getirmişlerdir. Aday performans değerlendirme sisteminin adil olmadığı; yüzeysel, mantıksız ve iş yükü olduğunu; strese yol açtığını ifade etmişlerdir. Çalışmaya katılan öğretmenlere göre aday performans değerlendirme sistemi olmamalıdır.

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Teacher Induction Policies and Practices in Two Different Contexts: A Comparative Study of Turkey and the USA (State of Wisconsin Sample)

Cited by 2 publications

References 15 publications

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

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

Okul Öncesi Alanındaki Aday Öğretmenlerin Aday Öğretmen Yetiştirme Sürecine Yönelik Görüşlerinin İncelenmesi

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