ERIC Number: EJ1071917
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 35
Induction and Mentoring: Levels of Student Teacher Understanding
Wilkins, Elizabeth A.; Okrasinski, Jeanne E.
Action in Teacher Education, v37 n3 p299-313 2015
The purpose of this study was to explore perspectives held by student teachers about induction and mentoring programs and how teacher education programs could contribute to a broader continuum of supports that span from preservice to in-service teaching. Using survey research, this mixed-method study sought to understand what student teachers from three state universities (N = 310) knew about induction and mentoring. To answer the four research questions, quantitative data from the surveys were analyzed using descriptive statistics and chi squared, whereas the open-ended items were analyzed using grounded theory methodology. Findings indicated that student teachers have limited comfort with and awareness of induction programming, including new teacher supports. Levels of understanding utilizing a new induction continuum theory are described: limited, basic, emerging, and knowledgeable.
Descriptors: Student Teacher Attitudes, Beginning Teacher Induction, Mentors, Teacher Education Programs, Surveys, Mixed Methods Research, Knowledge Level, Statistical Analysis, Grounded Theory, Education Majors
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A