How Can Schools Support Beginning Teachers? A Call for Timely Induction and Mentoring for Effective Teaching

Autor/in	Hudson, Peter
Titel	How Can Schools Support Beginning Teachers? A Call for Timely Induction and Mentoring for Effective Teaching
Quelle	In: Australian Journal of Teacher Education, 37 (2012) 7, Artikel 6 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Teacher Effectiveness; Teaching Methods; Feedback (Response); Mentors; Beginning Teachers; School Culture; Pedagogical Content Knowledge; Beginning Teacher Induction; Questionnaires; Interviews; Educational Needs; Needs Assessment; Delivery Systems; Educational Practices; Teacher Surveys; Achievement Rating; Barriers; School Support; Teacher Improvement; Improvement Programs; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Junior teacher; Junglehrer; Schulkultur; Schulleben; Pädagogische Kompetenz; Fragebogen; Interviewing; Interviewtechnik; Educational need; Bildungsbedarf; Bedarfsermittlung; Auslieferung; Bildungspraxis; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Schulförderverein; Effizienzsteigerung; Ausland; Australien
Abstract	Induction programs largely focus on informing the beginning teacher about the school culture and infrastructure yet the core business of education is teaching and learning. This qualitative study uses a survey, questionnaire, and interviews to investigate 10 beginning teachers' needs towards becoming effective teachers in their first year of teaching. Findings were synonymous with studies in other countries that showed they required more support in the induction process, particularly around the school context, networking, managing people, and creating work-life balances. It also found that these beginning teachers required more support in school culture and infrastructure with stronger consideration of developing teaching practices, such as: pedagogical knowledge development and behaviour management. It highlighted willing and capable assigned mentors who can model practices and provide feedback on the beginning teachers' practices as pivotal to induction and mentoring processes. (Contains 6 tables and 1 figure.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10