Teacher Perspectives on Their Alternative Fast-Track Induction

Autor/inn/en	Haim, Orly; Amdur, Lisa
Titel	Teacher Perspectives on Their Alternative Fast-Track Induction
Quelle	In: Teaching Education, 27 (2016) 4, S.343-370 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2016.1145204
Schlagwörter	Teacher Attitudes; Beginning Teacher Induction; Alternative Teacher Certification; School Support; Case Studies; Content Analysis; Journal Writing; Computer Mediated Communication; Novices; Classroom Techniques; Lesson Plans; Student Diversity; Student Evaluation; Teaching Load; Teacher Student Relationship; Emotional Response; Educational Practices; Foreign Countries; Qualitative Research; Israel + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schulförderverein; Case study; Fallstudie; Case Study; Inhaltsanalyse; Zeitschriftenaufsatz; Computerkonferenz; Klassenführung; Lesson planning; Unterrichtsplanung; Schulnote; Studentische Bewertung; Lehrdeputat; Teacher student relationships; Lehrer-Schüler-Beziehung; Emotionales Verhalten; Bildungspraxis; Ausland; Qualitative Forschung
Abstract	The purpose of this study was to explore the professional challenges and concerns of 30 second career teachers (SCTs) participating in an alternative fast-track induction program during their first year of teaching. Additionally, the study investigated their perspectives of the institutional support provided to them. The main source of data was online case study discussions and reflective journals which were analyzed qualitatively through content analysis. The results suggest that the challenges and concerns of SCTs trained through a fast-track program are essentially not dissimilar from novice teachers trained in traditional programs. Even though SCTs entered the profession with extensive life and work experience, they seemed to perceive the same mismatch experienced by other first-year teachers between what they had expected and what they actually encountered. Their main challenges and concerns centered on: classroom teaching, teacher-student relations, the extensive workload, and their emotional involvement. Nevertheless, these SCTs demonstrated the ability to apply strategies acquired in their previous professions to cope with the professional challenges they had encountered in the school context. Drawing on transition theory proposed by Schlossberg, the process of transition into the teaching profession was explored. Applying Schlossberg's model, the professional concerns and the types of strategies used by SCTs to cope with the various challenges were identified. This theory also provided the framework for understanding the perceptions of SCTs of the institutional support provided to them and the use they made of it throughout this year. Implications for teacher education programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01