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ETD Abstract Container

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Teachers' perceived needs within a responsive induction program structured as a learning community

Partlow, Madeline R.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1154972019

Abstract Details

2006, Doctor of Philosophy, Ohio State University, Educational Theory and Practice.
The purpose of this study was to examine and describe the experiences of induction teachers as they participated in an induction program structured as a learning community. The induction class met seven times during the year and was designed to incorporate structured opportunities for reflection. Teachers were given the opportunity to help shape the class by sharing preferences for class format and discussion and providing feedback through responses to the facilitator’s reflections. The participants perceived the reflective writing was beneficial to their learning. Writing reflections ensured that they took time to reflect, and helped them gain new perspective. They also provided a safe space for teachers to vent their concerns, and initiate a dialogue with others about challenges they faced. Induction teachers wanted to talk with other teachers about their practice and perceived that their participation in small discussion groups helped them to learn and grow as professionals. Teachers appreciated the opportunity to share ideas with their peers and receive feedback. They also believed that the groups helped them to get to know other teachers and build trusting relationships. While teachers perceived that reflective writing was helpful in fostering reflection, they believed their reflection was enhanced when they could discuss their challenges with colleagues. Beginning teachers also indicated that talking with colleagues helped provide reassurance that they were not alone in the challenges they faced. Induction teachers perceived that there were some challenges they faced as participants of the learning community. Challenges included: 1) the many demands on their time made it hard to find the time to write reflections and responses, 2) the limited time the class met resulted in some lack of continuity, 3) my role as co-facilitator made it more difficult for some of the participants 4) teachers had differing needs which were not all met using a single approach. Therefore, induction teachers should be offered choices so that they can help shape their experiences to meet their learning needs. Teachers also need opportunities to communicate and interact with other participants in between class meetings to help build relationships and continuity within the induction program.
Stephen Pape (Advisor)
216 p.
Education, General
New Teacher Induction; Teacher Induction Programs; Reflection; Reflective Teaching

Recommended Citations

Citations

  • Partlow, M. R. (2006). Teachers' perceived needs within a responsive induction program structured as a learning community [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1154972019

    APA Style (7th edition)

  • Partlow, Madeline. Teachers' perceived needs within a responsive induction program structured as a learning community. 2006. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1154972019.

    MLA Style (8th edition)

  • Partlow, Madeline. "Teachers' perceived needs within a responsive induction program structured as a learning community." Doctoral dissertation, Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1154972019

    Chicago Manual of Style (17th edition)

osu1154972019
1,191
© 2006, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.