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Title:Teacher induction: exploring the satisfaction, struggles, supports, and perceptions of novice teachers
Author(s):Welsh, Hilarie
Director of Research:Johnston-Parsons, Marilyn A.
Doctoral Committee Chair(s):Johnston-Parsons, Marilyn A.
Doctoral Committee Member(s):Bresler, Liora; Clift, Renée T.; Roegee, Chris
Department / Program:Curriculum and Instruction
Discipline:Curriculum and Instruction
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Novice teachers
Abstract:This research study investigates the experiences of four novice English teachers as they transitioned from their first to their second year teaching. Data were obtained through one-on-one interviews, a focus group discussion, observations, and document review. It was found that although these teachers graduated from the same teacher education program and taught in the same state, they had very different induction experiences; they taught in varying school contexts; and they had diverse needs as novice teachers. Much can be learned from the individual experiences of novice teachers. Because their needs and experiences vary, induction programs should be flexible and responsive. The most important needs for the teachers in this study pertained to curriculum and instructional practices. They especially appreciated meaningful collaborative opportunities and supportive administrators. They found that positively interacting with students through extra-curricular activities, no matter how demanding, contributed to their satisfaction. These teachers’ experiences also can inform teacher education programs. This study showed that this teacher education program’s focus on issues of diversity had an impact on these four graduates; they felt comfortable and confident teaching a diverse student body. The participants agreed that they needed more preparation focused on teaching their students difficult works of literature. The lack of cohesion between field placements and university coursework was another concern for the teachers in this study. Overall, these case studies support the claim that it is critical for novice teachers to receive the induction support that they need. Novice teachers should not be left to work in isolation or struggle without support during their first years in the profession.
Issue Date:2012-05-22
Rights Information:© 2012 Hilarie Bree Welsh
Date Available in IDEALS:2012-05-22
Date Deposited:2012-05

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