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Westerlund, Runa; Eliasson, Inger – European Physical Education Review, 2022
Novice teachers face several challenges during their first years of socialization in schools, often feeling unprepared in managing the full range of teaching duties. If teacher retention and attrition are to be improved, research on the difficulties encountered by novice teachers in diverse contexts and cultures is required. There is a lack of…
Descriptors: Foreign Countries, Beginning Teachers, Physical Education Teachers, Teaching Experience
Mackey, Shanta L. – ProQuest LLC, 2021
Teaching is one of the few professions in which the novice is expected to perform the same responsibilities as their veteran counterparts from the very first day in the profession (McGeehan, 2019). Every summer, principals and their interview committee search days, weeks, and even months, for applicants they feel are suitable to meet the needs of…
Descriptors: Beginning Teachers, Teacher Attitudes, Mentors, Beginning Teacher Induction
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Santibañez, Lucrecia; Snyder, Christine; Centeno, Danielle – Journal of Teacher Education, 2022
English Learner-classified (ELC) students are one of the nation's most marginalized student populations. One promising but understudied strategy to strengthen teaching of ELC students is teacher induction. This article examines the role of teacher induction in strengthening novice teachers' EL-specific teaching knowledge and skills. Through a…
Descriptors: School Policy, English Language Learners, Classification, Beginning Teacher Induction
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Kearney, Sean – Teaching Education, 2021
The induction of beginning teachers is an imperative process in enculturating teachers to their new careers and helping them overcome the hurdles in the early years of teaching and the registration processes teachers undergo. Although induction practices in Australia have become more common in recent years, the data shows there is still much work…
Descriptors: Beginning Teacher Induction, Foreign Countries, Case Studies, Private Schools
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Gariglio, José Ângelo – Sport, Education and Society, 2021
This study has its background in teacher induction. The topic concerns not only university researchers, but also educational managers, teachers in general, politicians, different governments and multilateral organisations. The relevance of the topic is explained by the fact that the first years in teaching are marked by high rates of profession…
Descriptors: Physical Education Teachers, Beginning Teachers, Beginning Teacher Induction, Teacher Persistence
Brenner, Devon; Azano, Amy Price; Downey, Jayne – Phi Delta Kappan, 2022
Among the many challenges facing rural administrators, recruiting and retaining teachers is often at the top of the list. Given the time and energy they must invest to successfully attract, recruit, and hire a new teacher, there is a significant need to adopt strategies that will help to retain those new teachers. Rural administrators can support…
Descriptors: Beginning Teachers, Teacher Persistence, Rural Schools, Teacher Motivation
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Wallace, Maria F. G.; Rust, Julie; Jolly, Elisabeth – Professional Development in Education, 2021
Teacher preparation and induction are two notable hallmarks of teacher-becoming commonly presumed to be detached from one another, forcing teacher candidates to transition linearly from one phase to another. Our study challenges this notion through one newly developed teacher residency programme where participating teacher residents are positioned…
Descriptors: Teacher Education, Beginning Teacher Induction, Preservice Teachers, Teacher Education Programs
National Institute for Excellence in Teaching, 2021
The Marian Promise combined residency and induction program supports the effectiveness and retention of new teachers in Indiana's Perry Township Schools, MSD of Decatur Township, and Beech Grove City Schools. It does so by integrating the use of research-based teaching standards in coursework and clinical practice, selecting high-quality mentor…
Descriptors: Teacher Recruitment, School Districts, Disadvantaged Schools, Teacher Education
National Institute for Excellence in Teaching, 2021
Teacher mentorship programs, where new teachers are paired with veterans, are a research-based practice, but they often lack clarity and can turn into more of a "buddy system" than a true learning opportunity. In this new report, Why New Teacher Mentoring Falls Short, and How to Fix It, NIET shares research and experience that point to…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Mentors, Program Implementation
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Kwok, Andrew; Rios, Ambyr Ruth; Keese, Jeffrey; Suárez, Mario; Worley, Cristina; Patterson, Megan; Mitchell, Douglas; Huston, Debbee – Teachers and Teaching: Theory and Practice, 2021
This mixed methods study investigates novice teacher and coach survey responses from a two-year induction programme to learn more about what makes a good match. We qualitatively analyse comments from all novice teachers and coaches who were paired across years and find shared themes of structural, professional, and personality similarities as well…
Descriptors: Interpersonal Relationship, Beginning Teachers, Beginning Teacher Induction, Coaching (Performance)
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Mgaiwa, Samson; Kapinga, Orestes – Higher Education Pedagogies, 2021
Mentoring has been pointed out as one of the strategies for early career academics (ECAs) preparation and support for smooth transition into academia. Although ECAs mentoring has been widely studied, and the findings have indeed been informative and illuminating, the issues facing ECAs have yet to be adequately addressed, particularly in Tanzania.…
Descriptors: Foreign Countries, Mentors, Beginning Teachers, College Faculty
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Mitchell, Douglas E.; Kwok, Andrew; Huston, Debbee – Professional Development in Education, 2020
This mixed methods study explores a comprehensive survey administered in one induction program of over 2000 novice teachers and 1000 of their coaches. Quantitative analyses through Structural Equation Modeling indicate the mediating impact that coaches have on various design features of induction, which then have an impact on novice teacher…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Coaching (Performance), Program Effectiveness
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Lu, Xiaoli; Kaiser, Gabriele; Leung, Frederick Koon Shing – International Journal of Science and Mathematics Education, 2020
Although mentoring has been considered to be important for beginning teachers to situate themselves within the school community, only a few studies on the opportunities of mentoring and possible difficulties from the perceptions of the mentee have been carried out, especially in East Asia. In this paper, a study based on a multiple case approach…
Descriptors: Foreign Countries, Mentors, Beginning Teachers, Beginning Teacher Induction
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Kyrou, Foteini; Alexopoulos, Nikolaos; Raptis, Nikolaos – European Journal of Educational Management, 2020
According to many studies teachers' reception has been associated with the smooth operation of the school, the professional development of the teaching staff and the provision of optimal teaching work. Despite its significance and its attention from scholars, though, its implementation at schools has been facing challenges and hardships. The…
Descriptors: Foreign Countries, Beginning Teachers, Beginning Teacher Induction, Principals
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Ewing, Lee-Ann – Mentoring & Tutoring: Partnership in Learning, 2021
The support received by novice teachers in their first-year impacts staff retention and overall teaching quality. Thus, a smooth transition into the profession has long-term, positive benefits for novice teachers and their students. However, despite the fundamental importance of early professional development of novice teachers, support is often…
Descriptors: Mentors, Beginning Teachers, Beginning Teacher Induction, Elementary School Teachers
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