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Richard M Ingersoll - One of the best experts on this subject based on the ideXlab platform.
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what are the effects of Teacher education and preparation on Beginning Teacher attrition
2014Co-Authors: Richard M Ingersoll, Lisa Merrill, Henry MayAbstract:This study addresses the question: Do the kinds and amounts of pre-service education and preparation that Beginning Teachers receive before they start teaching have any impact on whether they leave teaching? Authors Richard Ingersoll, Lisa Merrill, and Henry May examine a wide range of measures of Teachers’ subject-matter education and pedagogical preparation. They compare different fields of teaching, with a particular focus on mathematics and science, using data from the National Center for Education Statistics’ nationally representative 2003-04 Schools and Staffing Survey and its supplement, the 2004-05 Teacher Follow-up Survey. The analyses show that Beginning Teachers widely varied in the pre-service education and preparation they received. In general, mathematics Teachers and, especially, science Teachers tended to have more subjectmatter content education and more graduate-level education, and to have less pedagogical and methodological preparation than other Teachers. The analyses also show that, after controlling for the background characteristics of Teachers and their schools, some aspects of the education and preparation that Beginning Teachers received were significantly associated with their attrition, while others were not. Specifically, the type of college, degree, entry route or certificate mattered little. What did matter was the substance and content of new Teachers’ pedagogical preparation. Those with more training in teaching methods and pedagogy—especially practice teaching, observation of other classroom teaching and feedback on their own teaching—were far less likely to leave teaching after their first year on the job. Disciplines Adult and Continuing Education and Teaching | Science and Mathematics Education | Social and Philosophical Foundations of Education Comments View on the CPRE website. This report is available at ScholarlyCommons: http://repository.upenn.edu/cpre_researchreports/78 CONSORTIUM FOR POLICY RESEARCH IN EDUCATION What Are the Effects of Teacher Education and Preparation on Beginning Teacher Attrition? Richard Ingersoll Lisa Merrill Henry May RESEARCH REPORT
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Beginning Teacher induction what the data tell us
Phi Delta Kappan, 2012Co-Authors: Richard M IngersollAbstract:Induction support programs for Beginning Teachers is an education reform whose time has come. The national data indicate that over the past couple of decades the number of Beginning Teachers has ballooned in the U.S. Simultaneously, there has been a large increase in the number of states, districts, and schools offering induction programs. Importantly, the data also indicate that induction can help retain Teachers, improve their instruction and their students’ achievement. However, the data also tell us that the kinds and amounts of support greatly vary, and research suggests the effects depend on how much induction one gets and for how long Disciplines Education Comments Ingersoll, R. (2012) Beginning Teacher Induction: What the Data Tell Us. Phi Delta Kappan, 93(8), 47-51. http://www.kappanmagazine.org/content/93/8/47 Posted with permission of Phi Delta Kappa International, www.pdkintl.org. All rights reserved. This journal article is available at ScholarlyCommons: http://repository.upenn.edu/gse_pubs/234 Comments? Like PDK at www. facebook.com/pdkintl S ince the advent of public schools, education commentators and reformers have perennially called attention to the challenges encountered by newcomers to school teaching. Although elementary and secondary teaching involves intensive interaction with youngsters, the work of Teachers is done largely in isolation from colleagues. This isolation can be especially diffi cult for newcomers, who, upon accepting a position in a school, are frequently left to succeed or fail on their own within the confi nes of their classrooms — often likened to a “lost at sea” or “sink or swim” experience. Other commentators go further, arguing that beginners tend to end up in the most challenging and diffi cult classroom and school assignments, akin to a “trial by fi re.” Indeed, some have assailed teaching as an occupation that “cannibalizes its young.” These are the very kinds of issues and problems that effective employee entry, orientation, and support programs — widely known as induction — seek to address. Teaching, however, has traditionally not had the kind of induction programs for new entrants common to many skilled blueand white-collar occupations and characteristic of many traditional professions. This has changed in recent decades; induction for Beginning Teachers has become a major topic in education policy and reform. The theory behind such programs holds that teaching is complex work, that preemployment Teacher preparation is rarely suffi cient to provide all the knowledge and skill necessary to successful teaching, and that a signifi cant portion of this knowledge can be acquired only on the job. This view holds that schools must provide an environment where novices can learn how to teach, survive, and succeed as Teachers. These programs aim to improve the performance and retention of new hires and to enhance the skills and prevent the loss of new Teachers with the ultimate goal of improving student growth and learning. While Teacher induction has received much attention in the policy realm, until recently, empirical research on these reforms has been limited. It has been unclear how widespread induction programs are across the nation, what activities, supports, and components the induction experience usually includes, and, most importantly, whether receiving such support has any positive effect on Teachers and students. All of this poses Beginning Teacher induction WHAT THE DATA TELL US Induction is an education reform whose time has come. By Richard M. Ingersoll RICHARD M. INGERSOLL (rmi@gse.upenn.edu) is a professor of education and sociology at the University of Pennsylvania,
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what are the effects of induction and mentoring on Beginning Teacher turnover
American Educational Research Journal, 2004Co-Authors: Thomas M Smith, Richard M IngersollAbstract:In recent years there has been an increase in the number of programs offering support, guidance, and orientation for Beginning Teachers during the transition into their first teaching job. This study examines whether such programs—collectively known as induction—have a positive effect on the retention of Beginning Teachers. The data used in the analysis are from the nationally representative 1999–2000 Schools and Staffing Survey. The results indicate that Beginning Teachers who were provided with mentors from the same subject field and who participated in collective induction activities, such as planning and collaboration with other Teachers, were less likely to move to other schools and less likely to leave the teaching occupation after their first year of teaching.
Jennifer K Harrison - One of the best experts on this subject based on the ideXlab platform.
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perceptions of Beginning Teacher educators of their development in research and scholarship identifying the turning point experiences
Journal of Education for Teaching, 2010Co-Authors: Jennifer K Harrison, Frankie MckeonAbstract:This article highlights the blurring of boundaries as Beginning Teacher educators cope with the varying demands of teaching and research activities in higher education institutions (HEIs) in England. It suggests that the different forms of research and scholarly activities be made more transparent in order to support early professional learning in this area. Three cases of newcomers to higher education and working in different HEIs are examined over a two‐year period. The concept of the ‘turning point’ as a betwixt state is adopted to help identify significant experiences which result in a developing sense of belonging (or not) to academic and scholarly life. Four different categories are also deployed to highlight the case studies' understanding of being a university researcher. All the newcomers saw research as a route to developing themselves personally. Over time there was a shift for some toward establishing oneself in the field, with an indication of the institutional and national pull towards fulfi...
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developing pedagogical practice and professional identities of Beginning Teacher educators
Professional Development in Education, 2010Co-Authors: Frankie Mckeon, Jennifer K HarrisonAbstract:This exploratory study draws on the experiences, workplace learning and professional development of five Beginning Teacher educators in the first three years of their new careers. Examples of their developing pedagogic practices and reasoning and conceptions of their roles and identities as Teacher educators in their new settings have been generated from interviews from this longitudinal case study. Individual differences, which emerged from the start, remain but greater confidence to be more experimental with their student‐Teachers, to plan for student‐Teacher‐led learning and to undertake modelling and more open discussion about their pedagogical practice and principles are reported. Insights are being gained into the ways in which professional pedagogical learning has developed and into the particular workplace learning influences on the formation of their emerging professional identities as Teacher educators.
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developing pedagogical practice and professional identities of Beginning Teacher educators
Professional Development in Education, 2010Co-Authors: Frankie Mckeon, Jennifer K HarrisonAbstract:This exploratory study draws on the experiences, workplace learning and professional development of five Beginning Teacher educators in the first three years of their new careers. Examples of their developing pedagogic practices and reasoning and conceptions of their roles and identities as Teacher educators in their new settings have been generated from interviews from this longitudinal case study. Individual differences, which emerged from the start, remain but greater confidence to be more experimental with their student‐Teachers, to plan for student‐Teacher‐led learning and to undertake modelling and more open discussion about their pedagogical practice and principles are reported. Insights are being gained into the ways in which professional pedagogical learning has developed and into the particular workplace learning influences on the formation of their emerging professional identities as Teacher educators.
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the formal and situated learning of Beginning Teacher educators in england identifying characteristics for successful induction in the transition from workplace in schools to workplace in higher education
European Journal of Teacher Education, 2008Co-Authors: Jennifer K Harrison, Frankie MckeonAbstract:We present interview data from the early stages of a longitudinal study on the emerging professional, academic identities of five Beginning Teacher educators. We identify the main facilitators and barriers which support different types of professional learning. Barriers in the early stages include: a reliance on trial and error learning, inappropriate induction courses, poor mentoring and support structures and relatively few opportunities for collaborative work. Facilitators include: flexible induction programmes, learning conversations with key colleagues and personal experience of learning at Masters' level. The data are discussed in relation to the described experiences of formal and situated (informal) learning. The positive impact of formal learning, as well as the capacity to ‘fit in’, show us that ‘learning by participation’ alone is an insufficient model to account for the complexities of becoming a Teacher educator in new settings. Nous presentons des resultats d'entretiens issus des premieres e...
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professional development and the Beginning Teacher issues of Teacher autonomy and institutional conformity in the performance review process
Journal of Education for Teaching, 2006Co-Authors: Sue Dymoke, Jennifer K HarrisonAbstract:This paper presents an analysis of some interview data from a small qualitative study of Beginning Teachers in their second year of teaching and selected mentors. It explores the extent of the opportunities for their further professional development and considers how the key ‘actors’ in these schools perceive, and experience, their school systems for performance management, appraisal and the associated mentoring, in relation to Beginning Teachers' professional needs and development. Rippon and Martin [(2003) ‘Supporting induction: relationships count’, Mentoring and Tutoring, 11(2), 211–226] highlight a need for the mentor to help in the development of a professional identity for teaching in the first year of teaching. For our sample of second year Teachers, our analysis indicates that the support systems in school do not encourage the new Teachers to become self‐monitoring or critically reflective practitioners. Their professional development seems to be largely rooted in performance‐led school manageria...
Frances J Langdon - One of the best experts on this subject based on the ideXlab platform.
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shifting perception and practice new zealand Beginning Teacher induction and mentoring as a pathway to expertise
Professional Development in Education, 2011Co-Authors: Frances J LangdonAbstract:Presented is a cross‐analysis of seven case studies to show how induction and mentoring worked to shift Beginning Teachers from a focus on survival and self to a focus on student learning. Stage Teacher development theories have influenced the support given to Beginning Teachers, therefore induction tends to prioritise classroom and stress management. This results in lowered expectations to focus on student learning while proficiency in the mechanics of teaching is developed. Yet students in Beginning Teacher classes are expected to learn at a similar rate to those in the classrooms of experienced Teachers. Consequently, there exists a tension between managing the complexity of becoming a Teacher and student learning. It is argued in this paper that it is not a case of either/or but that Beginning Teacher induction should provide support for classroom management, survival and an early expectation that Beginning Teachers will focus on developing expertise to progress student learning.
Colleen Conway - One of the best experts on this subject based on the ideXlab platform.
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Music Teachers’ descriptions of their workplaces in relation to micropolitics*
Music Education Research, 2017Co-Authors: Colleen Conway, Jared R. Rawlings, Shannan HibbardAbstract:ABSTRACTThe purpose of this study was to examine the descriptions of workplace experiences of nine music Teachers in direct relation to the literature on micropolitics. Research questions were: (a) How did participant music Teachers’ descriptions of their workplace experiences relate to Teachers, administrators, and students (as discussed in the micropolitical literature)? and (b) How can micropolitics be used to understand the similarities and differences between a qualitative comparison of the responses from Beginning Teacher participants and experienced Teacher participants? Findings are presented within Hoyle’s [1986. The Politics of School Management. London: Hodder and Stoughton] micropolitical organisational underworld including: (a) cooptation (diversion of potential opposition); (b) displacement (concealing ‘real’ interests); and (c) controlling information. This secondary analysis study revealed that the vast differences in the negotiations and challenges of Beginning and more experienced music ...
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ten years later experienced Teacher reflections on Beginning music Teacher perceptions of district sponsored induction programs 2001
Bulletin of the Council for Research in Music Education, 2012Co-Authors: Colleen ConwayAbstract:The purpose of this inquiry was to examine the 2010 reflections of experienced Teachers (N = 7) on their past perceptions of induction as documented in Conway (2001). Research questions included: (a) How do participants describe their reactions to a present-day examination of 1999/2000 data (journals, individual and focus group interviews, and two questionnaires) and findings? and (b) What can this reflective examination from experienced Teachers reveal about current trends in Beginning Teacher induction and professional development? New data collected in 2010 included participant email survey responses and individual interviews. Findings suggest: (a) Induction and professional development are still inconsistent in the field; (b) Participants now focus more on students in their teaching; (c) Participants feel as if they "understand schools" better now than they did as Beginning Teachers; and (d) the notion that music content is necessary in induction and professional development was an inconsistent issue between participants.
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an examination of district sponsored Beginning music Teacher mentor practices
Journal of Research in Music Education, 2003Co-Authors: Colleen ConwayAbstract:The purpose of this inquiry was to examine the Beginning music Teacher mentor practices in 13 school districts in mid-Michigan. Data included Beginning Teacher interviews, Teacher journals, focus-group meetings, mentor interviews, administrator interviews, and the principal investigators log. Profiles of the Teachers show a lack of consistency in the types of mentor programs in the schools and varying degrees of Teacher satisfaction with the programs. The lack of consistency is discussed in relation to the type of school, the teaching responsibility and classroom setting, the type of mentor assigned, and the degree to which that mentor was paid or trained. Teacher perceptions of the value of the program are discussed in relation to the degree and type of contact with the assigned mentor. The content of mentor interactions included administrative duties, classroom management, parent interaction, building and district policies, and personal issues. The need for music mentors is discussed, and the article co...
Frankie Mckeon - One of the best experts on this subject based on the ideXlab platform.
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perceptions of Beginning Teacher educators of their development in research and scholarship identifying the turning point experiences
Journal of Education for Teaching, 2010Co-Authors: Jennifer K Harrison, Frankie MckeonAbstract:This article highlights the blurring of boundaries as Beginning Teacher educators cope with the varying demands of teaching and research activities in higher education institutions (HEIs) in England. It suggests that the different forms of research and scholarly activities be made more transparent in order to support early professional learning in this area. Three cases of newcomers to higher education and working in different HEIs are examined over a two‐year period. The concept of the ‘turning point’ as a betwixt state is adopted to help identify significant experiences which result in a developing sense of belonging (or not) to academic and scholarly life. Four different categories are also deployed to highlight the case studies' understanding of being a university researcher. All the newcomers saw research as a route to developing themselves personally. Over time there was a shift for some toward establishing oneself in the field, with an indication of the institutional and national pull towards fulfi...
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developing pedagogical practice and professional identities of Beginning Teacher educators
Professional Development in Education, 2010Co-Authors: Frankie Mckeon, Jennifer K HarrisonAbstract:This exploratory study draws on the experiences, workplace learning and professional development of five Beginning Teacher educators in the first three years of their new careers. Examples of their developing pedagogic practices and reasoning and conceptions of their roles and identities as Teacher educators in their new settings have been generated from interviews from this longitudinal case study. Individual differences, which emerged from the start, remain but greater confidence to be more experimental with their student‐Teachers, to plan for student‐Teacher‐led learning and to undertake modelling and more open discussion about their pedagogical practice and principles are reported. Insights are being gained into the ways in which professional pedagogical learning has developed and into the particular workplace learning influences on the formation of their emerging professional identities as Teacher educators.
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developing pedagogical practice and professional identities of Beginning Teacher educators
Professional Development in Education, 2010Co-Authors: Frankie Mckeon, Jennifer K HarrisonAbstract:This exploratory study draws on the experiences, workplace learning and professional development of five Beginning Teacher educators in the first three years of their new careers. Examples of their developing pedagogic practices and reasoning and conceptions of their roles and identities as Teacher educators in their new settings have been generated from interviews from this longitudinal case study. Individual differences, which emerged from the start, remain but greater confidence to be more experimental with their student‐Teachers, to plan for student‐Teacher‐led learning and to undertake modelling and more open discussion about their pedagogical practice and principles are reported. Insights are being gained into the ways in which professional pedagogical learning has developed and into the particular workplace learning influences on the formation of their emerging professional identities as Teacher educators.
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the formal and situated learning of Beginning Teacher educators in england identifying characteristics for successful induction in the transition from workplace in schools to workplace in higher education
European Journal of Teacher Education, 2008Co-Authors: Jennifer K Harrison, Frankie MckeonAbstract:We present interview data from the early stages of a longitudinal study on the emerging professional, academic identities of five Beginning Teacher educators. We identify the main facilitators and barriers which support different types of professional learning. Barriers in the early stages include: a reliance on trial and error learning, inappropriate induction courses, poor mentoring and support structures and relatively few opportunities for collaborative work. Facilitators include: flexible induction programmes, learning conversations with key colleagues and personal experience of learning at Masters' level. The data are discussed in relation to the described experiences of formal and situated (informal) learning. The positive impact of formal learning, as well as the capacity to ‘fit in’, show us that ‘learning by participation’ alone is an insufficient model to account for the complexities of becoming a Teacher educator in new settings. Nous presentons des resultats d'entretiens issus des premieres e...