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ERIC Number: EJ800179
Record Type: Journal
Publication Date: 2007-Jun
Pages: 22
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1052-0147
First-Year Teachers and Induction Support: Ups, downs, and in-betweens
Fry, Sara Winstead
Qualitative Report, v12 n2 p216-237 Jun 2007
Novice teachers often struggle during the transition from being students of teaching to teachers of students. Consequently, high attrition rates characterize the first 3 years of teaching, underscoring a need to provide better support for beginning teachers. This investigation sought to answer the following question: How are 1st-year teachers supported during induction and how do they respond to this support? Four 1st-year elementary teachers participated in a year-long case-study investigation. Primary form of data collection was monthly semi-structured phone interviews. Participants faced similar challenges, while adjusting to their new profession, but received varied, often inadequate, forms of support during their 1st year. The results suggest that rather than identifying the prevalence of induction support, future research should endeavor to assess program quality and guide educators in the provision of valuable induction for new teachers. (Contains 1 table.)
Nova Southeastern University. 3301 College Avenue, Fort Lauderdale, FL 33314. Tel: 954-262-5399; Fax: 954-262-3970; Web site: http://www.nova.edu/ssss/QR
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A