Literaturnachweis - Detailanzeige
| Autor/in | Chambers, Cassandra |
|---|---|
| Titel | A Phenomenological Case Study of Beginning Teachers' Pre-Service and Induction Experiences |
| Quelle | (2016), (138 Seiten)
PDF als Volltext Ph.D. Dissertation, University of Missouri - Columbia |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4386-6358-9 |
| Schlagwörter | Hochschulschrift; Dissertation; Phenomenology; Case Studies; Beginning Teachers; Beginning Teacher Induction; Preservice Teachers; Teaching Experience; Teaching (Occupation); Teacher Education Programs; Preservice Teacher Education; Teacher Retirement; Faculty Mobility; Teacher Persistence; Mentors; Missouri |
| Abstract | Like many professions, teaching is forever evolving. Due to several trends in the teaching force within the past forty years, the demographics of public school teachers have changed. Because many baby-boomers have reached retirement age, there has been an exodus of retiring teachers, which in turn has created a large number of open teaching positions in schools across America (Ingersoll, 2012). Pre-service teacher preparation programs across the nation have responded to this departure of retiring teachers by allowing an overproduction of teachers. According to Greenberg, Pomerance, and Walsh (2011), universities are producing twice as many elementary teachers than are needed by public schools. Consequently, since the mid-1980s, the number of beginning teachers (a teacher with five or less years experience) has greatly increased. This ballooning of the teaching force resulted in the rate of beginning teachers growing twice as fast as the growing student enrollment rate. Due to such an inflation of teachers, the demographics of teachers reflected a greening effect. "In 1988, there were about 65,000 first-year teachers; by 2008, the number had grown to over 200,000" (Ingersoll, 2012, p. 49). By 2008, the most common teacher was a beginning teacher; one fourth of all teachers had five or less years of experience (Ingersoll, 2012). As a result of this influx of new teachers, schools have not been equipped to support, prepare, and train these teachers. Many teachers have struggled, and over time, have left education completely. Some teachers have moved to different schools or districts, but many have left the teaching profession altogether, causing an alarmingly high turnover rate of beginning teachers (Ingersoll & Merrill, 2010). As Ingersoll (2012) pointed out, contrary to popular belief, schools are not having a hard time finding teachers; they are having a hard time keeping them. This predicament has created what Ingersoll called a revolving door. Teachers are entering the teaching profession, as many others are leaving it. Between 40 and 50% of teachers leave the classroom within their first five years of teaching (Ingersoll, 2012). How are schools reducing this high turnover rate amongst beginning teachers? To decrease this attrition, 27 states have mandated schools provide a teacher induction program and a mentoring program to support these new teachers (Goldrick, Osta, Barlin, & Burn, 2012). Missouri is one of the 27 states requiring districts to provide induction programs to their beginning teachers (Goldrick et al., 2012). Due to the high standards set by "No Child Left Behind (NCLB)" in 2001, Missouri implemented a policy mandating every school district in the state provide a two-year beginning teacher induction program for all new teachers. The policy was enforced in 2003 and was a requirement for all new teachers to meet the state certification requirements (New Teacher Center, 2011). In 2014, 26% of all teachers in Missouri had only been teaching one to five years, which by definition considers them to be beginning teachers. Across the state, 58.4% of all new hires were first year teachers. Yet despite these numbers, 30-40% of the teachers leaving the classroom across the state are beginning teachers (Missouri DESE, 2014). The repercussions of teachers leaving the classroom affect not only the teachers who are leaving the profession, but also the school environment, the students, the quality of teachers being hired, and the selection process of new teachers (Johnson & Birkeland, 2003). Though induction and mentoring programs are in place, many teachers leave the teaching field. It seems there is a piece of the puzzle missing. The programs are in place. Teachers have a mentor. And yet, if so many teachers have the necessary support and a mentor, why are they still leaving within their first five years of teaching? An examination of one district can help other schools facing retention challenges. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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