Literaturnachweis - Detailanzeige
| Autor/inn/en | Heath-Camp, Betty; Camp, William G. |
|---|---|
| Institution | National Center for Research in Vocational Education, Berkeley, CA. |
| Titel | A National Survey of the Experiences of Beginning Vocational Teachers. |
| Quelle | (1991), (25 Seiten)
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| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Beginning Teacher Induction; Beginning Teachers; Educational Research; Helping Relationship; Higher Education; Inservice Teacher Education; Mentors; National Surveys; Needs Assessment; Secondary Education; Teacher Attitudes; Teacher Certification; Teacher Supervision; Teaching Experience; Vocational Education; Vocational Education Teachers |
| Abstract | A national mail survey examined the experiences of beginning vocational teachers. The survey had three sections: demographics, a list of assistance items, and a list of events. The latter two sections had two scales: frequency of occurrence and degree of impact. The survey sought to determine the kinds of induction assistance that beginning vocational teachers perceived they needed and to compare perceptions to what they actually received in their first year. Of a total sample of 625 teachers, 352 returned usable responses. The proportion involved in beginning teacher assistance programs was dismally low--only 25 percent. Slightly over half reported having a mentor or buddy teacher assigned. Involvement was higher among nonteacher education certified teachers than teacher education certified teachers. The most frequently reported form of assistance was feedback and evaluation from the principal; almost a quarter did not receive a curriculum guide for organizing a course they had never taught. In general, the types of assistance that teachers regarded as important tended to be ones that are most frequently experienced. Positive experiences occurred much more frequently than negative experiences. Recommendations were that all beginning teachers be provided with curriculum guides and instructional materials; inservice programs be spread out over the year; and teachers be provided with released time for planning. (12 references) (YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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