IMPROVING BEGINNING TEACHER INDUCTION THROUGH ACTION RESEARCH

Abstract

Beginning teachers often enter the field of education needing more classroom experience to be highly effective in all facets of their work immediately. Student teaching placements provide soon-to-be education major graduates with an opportunity to practice and hone skills under the guidance of a supervising teacher, which is relevant experience. However, when a beginning teacher earns their first teaching position, the first few years in the classroom can feel like a trial by fire. Beginning teachers’ challenges are a pressing issue as the initial years of experience are formative for a teacher’s career. This study investigated the current status of beginning teacher support in an Indiana suburban school and analyzed the decisions made through an action research framework. The study sought to determine what effects, if any, the decisions made through action research have on the beginning teacher experience in a school struggling to retain beginning teachers. The Think, Look, Act cycle of action research was applied through an induction team to understand current shortcomings in beginning teacher support and rationalizing ways to improve the support system. Beginning teachers were surveyed and interviewed throughout the cycles to determine the effects of decisions made by the induction team.