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Beyond Traditional School-Based Teacher Induction

Surrette, Timothy N.
http://orcid.org/0000-0002-6108-6616
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479820825785625

Abstract Details

2016, EdD, University of Cincinnati, Education, Criminal Justice, and Human Services: Curriculum and Instruction.
A challenge for public schools is to successfully support and professionally develop early career teachers and thereby prepare them for long and successful careers in education. Multiple studies have indicated high levels of turnover in the profession of teaching, especially during the beginning years in a teacher’s career. The purpose of this qualitative research study was to describe how eight early career secondary mathematics and science teachers perceived and made sense of their experiences navigating multiple professional communities and interacting with mentors designed to improve retention. Topics examined included the contextual elements that influenced the early career teachers’ interactions with mentors and professional communities; how they positioned themselves within multiple professional communities; and how they perceived these experiences influenced the development of their teaching practice. An extensive semi-structured interview of the early career teachers generated data that were analyzed to identify emergent themes and patterns. The findings of this study indicated navigating professional communities and interacting with mentors influenced the early career teachers’ decisions to adopt important components of a learner-centered approach to teaching such as engaging students in active learning processes, utilizing formative assessment, promoting cooperative work, and interacting with students on an individual level. Also, access to professional communities and mentors afforded the early career teachers a level of relief of their anxieties related to being a new teacher, a boost of confidence in their teaching abilities and judgments, and an outlet to share stories and experiences, which decreased their feelings of professional and social isolation.
Helen Meyer, Ph.D. (Committee Chair)
Prentice Chandler, Ph.D. (Committee Member)
Susan Gregson, Ph.D. (Committee Member)
Marshella (Shelly) Harkness, Ph.D. (Committee Member)
Education
teacher induction; communities of practice; mentoring; early career teachers

Recommended Citations

Citations

  • Surrette, T. N. (2016). Beyond Traditional School-Based Teacher Induction [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479820825785625

    APA Style (7th edition)

  • Surrette, Timothy. Beyond Traditional School-Based Teacher Induction. 2016. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479820825785625.

    MLA Style (8th edition)

  • Surrette, Timothy. "Beyond Traditional School-Based Teacher Induction." Doctoral dissertation, University of Cincinnati, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479820825785625

    Chicago Manual of Style (17th edition)

ucin1479820825785625
353
© 2016, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.
Release 3.2.12