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ERIC Number: ED519684
Record Type: Non-Journal
Publication Date: 2010
Pages: 295
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-2023-9
Learning to Teach: Examining the Knowledge and Meanings Constructed by Novice Teachers within a Multi-Year, Standards-Based Induction and Mentoring Program
Reid, Kimberly A.
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
Mentoring and induction programs have moved to the forefront as a strategy for helping novice teachers adjust to the challenges of teaching and develop as effective educators. Induction and mentoring efforts may begin with helping new teachers become acclimated to the classroom and cope with immediate problems, but programs must also assist the novice teacher develop sound reasons for their actions in the classroom. The promise of induction and mentoring lies within programs in which the beginning teacher's learning is centrally focused on critical reflection of one's own teaching practice in order to better support student learning. Utilizing a grounded theory approach and qualitative case study design, this research offers an in-depth analysis of one district's three-year elementary mentoring and induction program and examines the experience of learning to teach within such a program. The district being studied in this project has a well-respected comprehensive induction program and utilizes full-time mentors who provide two years of intensive mentoring support in order to support the novice teachers in developing effective teaching practices. This study follows twenty-eight participants in the induction program, including beginning teachers, mentors, principals and administrators, over the course of an academic year. Through observations of mentor-teacher meetings and novice teachers' classroom practice, interviews, surveys and document analysis, this research offers insight into the first-, second- and third-year teachers' expectations of induction, what specific induction experiences the teachers find meaningful, and what teachers identify as the program's impact on their classroom practice. Finally this research examines whether what was learned and enacted by the novice teachers as a result of participation in the induction program aligned with the program's goals. The study indicates that mentoring programs with a focus on improving teacher effectiveness should: incorporate a multiyear mentoring experience; provide specific opportunities for targeted inquiry into the novice teachers' practice as the teachers develop; utilize effective formative assessment of the novice teachers' learning; and incorporate mentor scaffolding of knowledge and concepts to encourage the beginning teachers' application of learning in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A