Supporting Primary and Secondary Beginning Teachers Online: Key Findings of the Education Alumni Support Project

Autor/inn/en	Maxwell, T. W.; Harrington, I.; Smith, H. J.
Titel	Supporting Primary and Secondary Beginning Teachers Online: Key Findings of the Education Alumni Support Project
Quelle	In: Australian Journal of Teacher Education, 35 (2010) 1, S.42-58 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Mentors; Alumni; Preservice Teacher Education; Interaction; Data Analysis; Beginning Teachers; Beginning Teacher Induction; Computer Mediated Communication; Elementary School Teachers; Secondary School Teachers; Transitional Programs; Questionnaires; Problem Solving; Feedback (Response); Classroom Techniques; Web Sites; Student Behavior; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Interaktion; Auswertung; Junior teacher; Junglehrer; Computerkonferenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Problemlösen; Klassenführung; Web-Design; Student behaviour; Schülerverhalten; Ausland; Australien
Abstract	During 2005, the Education Alumni Support Project (EdASP) (Maxwell, Smith, Baxter, Boyd, Harrington, Jenkins, Sargeant & Tamatea 2006) provided online support for University of New England (UNE) graduand, and later, graduate, teachers as they commenced their careers. The project was based on research which reported that many beginning teachers did not get the support they needed as permanent or contract workers, or, as casual, relief or support teachers, and that small scale trials had shown that online support could be effective. One third of beginning teachers who were alumni of UNE in 2004, reported they did not receive adequate or any mentoring. UNE web-based technologies provided the teachers and mentors with online environments for professional and social interaction, and resource sharing. We found that support was especially sought by the project participants in their first school term, and there were differences in the levels of online support sought by secondary and primary beginning teachers. The project raises implications for on-going systemic support for beginning teachers, the issue of transition from students to teachers, as well as questions about teacher education students' preparation. This paper provides the key findings of the project. Detailed description of the project structure, data collection and data analysis are available in Maxwell et al. (2006). (Contains 3 figures, 3 tables, and 3 footnotes.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10