Teacher induction: exploring the satisfaction, struggles, supports, and perceptions of novice teachers

Welsh, Hilarie

Permalink

https://hdl.handle.net/2142/30915 Copy

Description

Title

Teacher induction: exploring the satisfaction, struggles, supports, and perceptions of novice teachers

Author(s)

Welsh, Hilarie

Issue Date

2012-05-22T00:14:55Z

Director of Research (if dissertation) or Advisor (if thesis)

Johnston-Parsons, Marilyn A.

Doctoral Committee Chair(s)

Johnston-Parsons, Marilyn A.

Committee Member(s)

• Bresler, Liora
• Clift, Renée T.
• Roegee, Chris

Department of Study

Curriculum and Instruction

Discipline

Curriculum and Instruction

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Novice teachers
• induction
• retention
• collaboration

Abstract

This research study investigates the experiences of four novice English teachers as they transitioned from their first to their second year teaching. Data were obtained through one-on-one interviews, a focus group discussion, observations, and document review. It was found that although these teachers graduated from the same teacher education program and taught in the same state, they had very different induction experiences; they taught in varying school contexts; and they had diverse needs as novice teachers. Much can be learned from the individual experiences of novice teachers. Because their needs and experiences vary, induction programs should be flexible and responsive. The most important needs for the teachers in this study pertained to curriculum and instructional practices. They especially appreciated meaningful collaborative opportunities and supportive administrators. They found that positively interacting with students through extra-curricular activities, no matter how demanding, contributed to their satisfaction. These teachers’ experiences also can inform teacher education programs. This study showed that this teacher education program’s focus on issues of diversity had an impact on these four graduates; they felt comfortable and confident teaching a diverse student body. The participants agreed that they needed more preparation focused on teaching their students difficult works of literature. The lack of cohesion between field placements and university coursework was another concern for the teachers in this study. Overall, these case studies support the claim that it is critical for novice teachers to receive the induction support that they need. Novice teachers should not be left to work in isolation or struggle without support during their first years in the profession.

Graduation Semester

2012-05

Permalink

http://hdl.handle.net/2142/30915

Copyright and License Information

© 2012 Hilarie Bree Welsh

Owning Collections