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Second -year teacher perceptions of ...

Eidson, Karla Wynell.

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Second -year teacher perceptions of a teacher induction program: A close -up of one school district.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Second -year teacher perceptions of a teacher induction program: A close -up of one school district./
作者:	Eidson, Karla Wynell.
面頁冊數:	199 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 7790.
Contained By:	Dissertation Abstracts International71-03A.
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3400707
ISBN:	9781109678574

Second -year teacher perceptions of a teacher induction program: A close -up of one school district.
Eidson, Karla Wynell.

Second -year teacher perceptions of a teacher induction program: A close -up of one school district. - 199 p.

Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 7790.

Thesis (Ph.D.)--Texas A&M University, 2009.

This item is not available from ProQuest Dissertations & Theses.

Teacher induction programs are a means to support and guide new teachers in bridging the gap between pre-service preparation and assuming the role as a professional educator. This qualitative case study reviews the perceptions of second-year teachers regarding the induction program, Beginning Educators Support and Training (BEST) they experienced. The in-depth study explores the relationship between an induction program in a small urban Texas school district and the second-year teachers participating in that program. The participants in the study were three, second-year elementary teachers. The methods of data collection were one-on-one interviews, a questionnaire, and journal responses from all participants. My research question was: What are the second-year teachers' perceptions of the BEST program?

ISBN: 9781109678574Subjects--Topical Terms:

2122799
Educational administration.

Second -year teacher perceptions of a teacher induction program: A close -up of one school district.
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245 1 0 $a Second -year teacher perceptions of a teacher induction program: A close -up of one school district.
300 $a 199 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 7790.
500 $a Advisers: John Helfeldt; Luana Zellner.
502 $a Thesis (Ph.D.)--Texas A&M University, 2009.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a Teacher induction programs are a means to support and guide new teachers in bridging the gap between pre-service preparation and assuming the role as a professional educator. This qualitative case study reviews the perceptions of second-year teachers regarding the induction program, Beginning Educators Support and Training (BEST) they experienced. The in-depth study explores the relationship between an induction program in a small urban Texas school district and the second-year teachers participating in that program. The participants in the study were three, second-year elementary teachers. The methods of data collection were one-on-one interviews, a questionnaire, and journal responses from all participants. My research question was: What are the second-year teachers' perceptions of the BEST program?
520 $a In addressing this question, this study obtained responses to four sub-questions: (1) Do the second-year teachers' perceptions of the BEST program correlate with their perceived effectiveness as teachers? (2) What are the problems new teachers face? (3) How do second-year teachers perceive the impact administrators have on induction programs and new teachers? and, (4) What components of the induction program are recognized by these second-year teachers?
520 $a Research supports the assertion that new teacher induction programs have been proven to provide support to new teachers in the critical first few years, and this study supported the induction process in relation to the new teacher socialization process and transitioning from pre-service preparation to classroom teacher of record. The induction process was not the salient factor the teacher participants attributed to their job satisfaction and to their remaining in the school district. However, the support, nurturing, and guidance provided through the mentoring culture fostered by the BEST program were significant to the subjects' teaching success during their critical first years of teaching.
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