New Teachers' Perceptions of Induction: Insights into Principled Practices

Autor/in	Cherubini, Lorenzo
Titel	New Teachers' Perceptions of Induction: Insights into Principled Practices
Quelle	In: Alberta Journal of Educational Research, 55 (2009) 2, S.185-198 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Grounded Theory; Discourse Analysis; Reflection; Foreign Countries; Data Analysis; Beginning Teachers; Beginning Teacher Induction; Teacher Attitudes; School Culture; Teaching Conditions; Program Effectiveness; Faculty Development; Canada + Suchen Sie Ihr Suchwort? Diskursanalyse; Ausland; Auswertung; Junior teacher; Junglehrer; Lehrerverhalten; Schulkultur; Schulleben; Lehrbedingungen; Unterrichtsbedingungen; Kanada
Abstract	Successfully inducting new teachers creates professional alliances to sustain learning organizational cultures. This research involved 30 beginning teachers from a large school board in southern Ontario. The theoretical frame of the study consists of a mixed qualitative data analysis methodology of grounded theory and discourse analysis. The findings elaborate on the value of induction programs that are modeled on individual differentiation according to teachers' unique capacities. The new teachers who benefited most from their induction were those who were part of school cultures that integrated their professional development in meaningful endeavors. New teachers readily shared their self-declared accomplishments in induction experiences wherein they resolved their dilemmas through critical reflection and professional collaboration. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.education.ualberta.ca/educ/journals/ajer.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10