NEW TEACHER INDUCTION: PERSPECTIVES FROM PARTICIPANTS OF A NEW TEACHER MENTORING PROGRAM
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Date
2019-10
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[Bloomington, Ind.] : Indiana University
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Abstract
The purpose of this study was to gather the perceptions of stakeholders in the new teacher mentoring program. These perceptions could help Apple Grove better understand the new teacher mentoring program in its current iteration related to specific program goals. Apple Grove could also learn about the influence of the new teacher mentoring program on hired new teachers in the district, specifically, whether the program has influenced the desire of new teachers to remain in the field of teaching. The research questions directing this study established a focus for the study.
Data sources included interviews of new teachers, mentors, and administrators engaged in the Apple Grove mentoring program as well as a document. These data sources revealed much about the program goals as well as the influence of this program on new teachers and their decision to remain in the field of teaching.
According to participant perceptions, mentors are supporting their mentees in many ways in Apple Grove. Participants also perceived program goals to be that of familiarization to curriculum and processes. Allowing mentors and mentees the time to work together during Mentor Days seems to be of value to mentors and mentees. Results from Apple Grove suggest that mentees are given support by their mentors, that they become familiar with both curriculum and processes, and that they are being given time to collaborate with one another. As such, findings suggest that perceived program goals are aligned to the current iteration of the new teacher mentoring program at Apple Grove.
In review of this new teacher mentoring program as an influence for new teachers to stay in the field, the common theme of relationships emerged. New teachers identified two kinds of relationships which supported them in their first years: that of mentee/mentee and mentor/mentee. However, these relationships and the just-in-time support offered by resources within the new teacher mentoring program could be further complicated by more senior teachers warning away novice teachers before they even graduate
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Thesis (Ed.D.) - Indiana University, School of Education, 2019
Keywords
new teachers, new teacher mentoring programs, new teacher induction, mentoring new teachers
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Doctoral Dissertation