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Beyond Novices: A Case Study of the Socialization, Induction, and Mentoring of New Experienced Teachers

Given, Kim
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1457426278

Abstract Details

2016, EdD, University of Cincinnati, Education, Criminal Justice, and Human Services: Curriculum and Instruction.
Teacher mobility is on the rise. Some may assume that the job of teaching varies little from place to place, but school cultures and expectations can differ significantly. While a considerable amount of research exists on the socialization and mentoring of entry year teachers in schools, little is available on the experiences of teachers changing schools mid-career. This study examined the experiences and impact of induction and mentoring on three teachers transitioning to American Middle School (AMS) after building a career elsewhere. Research questions addressed new-experienced teachers’ (NETs) perceptions of their transition to teaching at American School District (ASD) and the impact of the ASD mentoring program on their transition to the district. A qualitative case study method was used in order to capture the impressions and experiences of transitioning teachers in their day-to-day instruction, interactions with colleagues, and in the ASD Induction and Mentoring program. Typological, inductive, and interpretive analyses were used to synthesize the themes from participant data. Through surveys, interviews, and program documents, participants revealed stories of school culture, infrastructure, teacher leadership, and relationships and the ways in which these systems impacted their transition. Findings showed that new experienced teachers came with their own defined ideas and beliefs about instruction, made an impact on school culture, needed time to adjust to their new setting, and benefitted from socialization and collaboration with peers. These findings have implications for administrators and teacher leaders seeking to improve schools and assist in the transition of mid-career teachers to new roles and settings. Induction and mentoring programs for NETs should be flexible, honor the knowledge and experience of incoming faculty, and provide professional development for both mentors and mentees.
Marshella Harkness, Ph.D. (Committee Chair)
Susan Gregson, Ph.D. (Committee Member)
Helen Meyer, Ph.D. (Committee Member)
Mark Sulzer, Ph.D. (Committee Member)
201 p.
Educational Leadership
education; teacher mobility; induction; mentoring; teacher leadership; professional development

Recommended Citations

Citations

  • Given, K. (2016). Beyond Novices: A Case Study of the Socialization, Induction, and Mentoring of New Experienced Teachers [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1457426278

    APA Style (7th edition)

  • Given, Kim. Beyond Novices: A Case Study of the Socialization, Induction, and Mentoring of New Experienced Teachers. 2016. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1457426278.

    MLA Style (8th edition)

  • Given, Kim. "Beyond Novices: A Case Study of the Socialization, Induction, and Mentoring of New Experienced Teachers." Doctoral dissertation, University of Cincinnati, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1457426278

    Chicago Manual of Style (17th edition)

ucin1457426278
547
© 2016, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.