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FINDING FORESTT HIGH SCHOOL: FORMAL AND INFORMATION INDUCTION AND THE ENCULTURATION OF NEW TEACHERS

DOERGER, DANIEL W.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1027006640

Abstract Details

2002, EdD, University of Cincinnati, Education : Curriculum and Instruction.
This study examines the induction processes for first year teachers, both formal and informal, at one secondary school. Through long-term (one academic year) qualitative research (formal and informal interviews, observations, document review), this study addresses the issues that are crucial to new teachers as they become acculturated to a particular school culture. The study addresses issues of acculturation that are connected to learning not only a new environment (the school in which the first-year educators are teaching), but also the professional processes of teaching within this new environment. This study is viewed through the situated learning theory of legitimate peripheral participation, also known as LPP (Lave & Wenger, 1991). The study reveals that as the needs of first year teachers change, so do the ways in which those teachers find ways to fulfill their needs. The findings suggest that formal induction practices, which are generally planned and costly, quickly give way to the informal induction processes new teachers find within their departments and through peer relationships. Likewise, the mentor/mentee relationship, which begins as a more formal association, can give way to an informal relationship depending on the rapport established by the mentor/mentee dyad. This process, which appears to be a natural progression of acculturation, is, at times, actually hindered by the formal induction processes in place at many schools. At a time in education when induction programs are becoming a mandate of most states, it is crucial to examine these programs in terms of their effectiveness with first year teachers. The results from this investigation are meant to contribute to the body of literature about effective teacher induction by looking at the formal and informal ways these teachers are acculturated. Since enculturation is a process all new teachers experience, albeit with varying degrees of success, it is hoped that this research will improve both formal and informal induction processes.
Dr. Chet Laine (Advisor)
204 p.
new teacher enculturation; induction

Recommended Citations

Citations

  • DOERGER, D. W. (2002). FINDING FORESTT HIGH SCHOOL: FORMAL AND INFORMATION INDUCTION AND THE ENCULTURATION OF NEW TEACHERS [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1027006640

    APA Style (7th edition)

  • DOERGER, DANIEL. FINDING FORESTT HIGH SCHOOL: FORMAL AND INFORMATION INDUCTION AND THE ENCULTURATION OF NEW TEACHERS. 2002. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1027006640.

    MLA Style (8th edition)

  • DOERGER, DANIEL. "FINDING FORESTT HIGH SCHOOL: FORMAL AND INFORMATION INDUCTION AND THE ENCULTURATION OF NEW TEACHERS." Doctoral dissertation, University of Cincinnati, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1027006640

    Chicago Manual of Style (17th edition)

ucin1027006640
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© 2002, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.