ERIC Number: ED458436
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Teacher Induction Programs: A Strategy for Improving the Professional Experience of Beginning Career and Technical Education Teachers.
Joerger, Richard M.; Bremer, Christine D.
Projected teacher shortages are due to an expanding need and teachers leaving the profession. With the extreme pressures on beginning teachers, a large percentage of them leave the profession within their first 5-6 years. Causes for leaving the profession include school staffing actions; personal reasons; pursuing another job; and dissatisfaction. Teachers who are prepared in traditional teacher education programs and continue inservice education help ensure increased levels of student achievement. Beginning career and technical education (CTE) teachers face increased pressure to have a very wide range of knowledge and skills. Teacher induction programs (TIPs) are one answer to retaining and further developing the skills, satisfaction, and experience of beginning CTE teachers. Research on the experiences, concerns, and needs of beginning CTE and non-CTE secondary teachers leaves little room for controversy. The same needs have been identified repeatedly. Much needs to be done to help the newest teachers succeed, and much is known about how this goal might be accomplished. The payback of efforts made to conduct TIPs will be in higher job satisfaction, lower teacher turnover, and improved student achievement. Research is needed regarding the effects of teacher induction programs and the most effective means of addressing each area of need. (Appendixes include 75 references and a paper on elements and features of effective TIPs.) (YLB)
Descriptors: Beginning Teacher Induction, Beginning Teachers, Career Education, Inservice Teacher Education, Preservice Teacher Education, Secondary Education, Teacher Attitudes, Teacher Burnout, Teacher Employment, Teacher Persistence, Teacher Shortage, Teaching (Occupation), Technical Education, Vocational Education, Vocational Education Teachers
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Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: Policymakers; Practitioners; Researchers
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: National Dissemination Center for Career and Technical Education, Columbus, OH.