Induction by Quarantine: Stages and Effects of New Career and Technical Education Teachers' Development

Autor/inn/en	Sun, Jeffrey C.; Turner, Heather A.
Titel	Induction by Quarantine: Stages and Effects of New Career and Technical Education Teachers' Development
Quelle	In: Career and Technical Education Research, 47 (2022) 2, S.60-82 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-754X
Schlagwörter	Vocational Education; Vocational Education Teachers; Teacher Orientation; COVID-19; Pandemics; Teacher Collaboration; Distance Education; Professional Identity; Teacher Persistence; Networks + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Ausbilder; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Lehrerkooperation; Distance study; Distance learning; Fernunterricht
Abstract	Based on a qualitative study of 19 new career and technical education (CTE) teachers' induction during COV=D we asked how did the new teachers work collaboratively and develop as a group with other teachers during the pandemic? Although teachers encountered challenges relatively consistent with prior studies (e. g., frustrated with decisions and policies, placed on the fringes of the school's operations) our findings reveal that induction challenges and effects became more pronounced as perceived non-core teachers, requests to remedy matters became more urgent, engagement with external networks became more distant and unprioritized, and the role of induction became even more significant than prior academic years. At the same time, CTE teachers recognized the equalizing effect between CTE and non-CTE teachers with online instruction and uncertainties caused by the pandemic. Implications for research and practice are discussed. (As Provided).
Anmerkungen	Association for Career and Technical Education Research. Web site: https://www.acteronline.org/cter
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01