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This thesis "Social skills of teachers and possibilities of their development, orientated on beginning teachers" looks into posibility of utilization of videotraining of interactions method (VTI) for development of social skills in teachers-beginners. Theoretical part focuses on analysis of current state in pre- and postgraduated education, its oriented on their personality and social skills, mainly on communication skills. Practical part deals with presence of development of social skills in beginning teachers. Effect of VTI of the development is tested. This method is prepared for this goal. Collected data comes from observation of 14 teachers and this data are analyzed by programm V.I.P. The outcome is a fact that VTI method has significant influence on global development of teacher's social skills. VTI has positive influence in field "activation of students" (mainly affirmative attachement and paraphrasing students" statements).

This thesis "Social skills of teachers and possibilities of their development, orientated on beginning teachers" looks into posibility of utilization of videotraining of interactions method (VTI) for development of social skills in teachers-beginners. Theoretical part focuses on analysis of current state in pre- and postgraduated education, it's oriented on their personality and social skills, mainly on communication skills. Practical part deals with presence of development of social skills in beginning teachers. Effect of VTI of the development is tested. This method is prepared for this goal. Collected data comes from observation of 14 teachers and this data are analyzed by programm Interact. The outcome is a fact that VTI method has significant influence on global development of teacher's social skills. VTI has positive influence mainly in following fields: paying the teacher's attention to students and paraphrase student's statement.

A beginning teacher is a teacher in his probationary year. In Ghana, this is the first year after pre-service education. The need to provide support for the beginning teacher has become more necessary than before because there has been a drastic reduction in the ages at which most beginning teachers enter the service. Since students can now enter Initial Teacher Training College (ITTC) with Senior Secondary School qualifications, we now have situations whereby many very young entrants enter ITTCs at ages 18 or 19 years. This means they begin their teaching careers as early as the age of 21, very inexperienced in life, and therefore require a great deal of support. Even though teachers‟ conditions of service in Ghana states explicitly that all employees of the service shall serve a probationary period of one year on first appointment and that all probationers shall be given every possible assistance by their immediate heads to enable them establish themselves in the service, very little is done to support the probationary or beginning teacher. In this paper the writer describes how probationers are treated and argues that the lack of policy document outlining the principles that should inform or direct teacher induction programmes in Ghana is a major inefficiency in the nation‟s teacher education system. Key words: beginning teacher; induction; probation; conditions of service

Entre 15% et 20% des enseignants du Québec abandonnent la profession avant d’atteindre cinq années d’expérience (Martel et Ouellette, 2003). Les difficultés rencontrées peuvent perturber leur insertion et freiner le développement de leur identité professionnelle (Baillauquès et Breuse, 1993). Pour les soutenir, des commissions scolaires offrent des mesures parmi lesquelles le mentorat est privilégié. La recherche visait à mieux comprendre le mentorat en enseignement pour en identifier des caractéristiques favorables au développement de l’identité professionnelle des enseignants débutants. Les deux concepts sont mis en relation, s’appuyant sur les travaux de Houde (1995) et de Gohier, Anadón, Bouchard, Charbonneau et Chevrier (2001). Les aspects retenus pour l’analyse sont : les caractéristiques de la relation mentorale, les fonctions du mentor et le développement des sentiments de compétence, de reconnaissance et d’appartenance à la profession. Cinq entrevues semi-dirigées ont été menées auprès d’enseignantes débutantes du primaire de la région de Montréal ayant vécu une relation mentorale d’un an. Les données ont été traitées qualitativement. Les résultats montrent que, selon les participantes, le mentorat peut favoriser le développement du sentiment de compétence. Toutefois, les sentiments de reconnaissance et d’appartenance sont attribuables à l’expérience et la sociabilité. Un portrait du mentor et des conditions de réussite de la relation mentorale sont aussi présentés. Le fait que seules des mentorées du primaire aient été interrogées constitue une limite. La généralisation est impossible, mais les résultats peuvent servir à d’autres études sur l’identité professionnelle ainsi qu’au développement de programmes d’insertion professionnelle et à la formation de mentors., Between 15% and 20% of Québec teachers abandon the profession before reaching five years of practice (Martel & Ouellette, 2003). The difficulties encountered can disturb their integration and slow down the development of their professional identity (Baillauquès & Breuse, 1993). Some school boards offer supportive measures, in which mentoring is one of the most popular forms. The goal of our research was to gain a better understanding of the teacher mentoring relationship and identify which of its characteristics are favourable to the development of beginning teachers’ professional identity. The two concepts are related based on the works of Houde (1995) and of Gohier, Anadón, Bouchard, Charbonneau, & Chevrier (2001). Our analysis focused on the characteristics of the mentoring relationship, the mentor’s functions, and the development of the beginning teacher’s senses of self-efficiency, recognition, and belonging to the profession. Five interviews were conducted with novice elementary teachers from the Montréal area having experienced a mentor relationship lasting one year. The data was analysed qualitatively. The results show that the participants perceive mentoring to be favourable to the development of the feeling of self-efficiency. However, feelings of recognition and belonging to the profession are attributed to experience and sociability. A portrait of the mentor and some conditions for the success of the relation are also exposed. The fact that only elementary-level mentees have been interviewed presents a limitation. Any generalization is impossible but the results can serve for other studies about professional identity or for the development of teacher induction and mentor training programs.

This paper examines the morale of beginning secondary science teachers who attended one of three types of teacher preparation programs: 1) traditional undergraduate, 2) post-baccalaureate certification, or 3) alternative route to certification. One-hundred one secondary science teachers (grades 7-12) who were completing their second year in a Connecticut public middle or high school were surveyed to determine their levels of morale using the Purdue Teacher Opinionaire. Findings indicated that teachers trained via alternative route certification and post-baccalaureate programs were significantly less satisfied with their salary and their status as teachers compared to those trained at traditional undergraduate programs. The results of this study have implications for public school administrators hiring beginning science teachers and institutions certified to prepare them, particularly in terms of how to recruit, select, train, and retain them in the teaching profession.

ResumenEl propósito de este artículo es proporcionar una recopilación teórica y reflexiva acerca de la temática del profesorado universitario novel y su proceso de inducción o socialización profesional. La etapa de socialización profesional que viven los docentes en el inicio de su carrera, ha sido objeto de análisis sobre todo en el contexto anglosajón y hay una amplia literatura especializada sobre el tema en el ámbito de la enseñanza no universitaria. En este trabajo, nos apoyamos y mencionamos estas referencias para poder, finalmente, contextualizar esta problemática al ámbito universitario.AbstractThe purpose of this paper is to provide a theoretical and reflective overview about beginning at a university faculty and the induction process implied. The professional socialization stage the teacher lives at the beginning of their careers has been an object of analysis especially in the North-American context and there is a wide literature on other settings different to universities. This work is based on those ideas in order to contextualize these issues to the university setting.ResumoO propósito deste artigo é proporcionar uma coletânea teórica e reflexiva sobre a temática do professorado universitário iniciante e seu processo de indução profissional. A etapa de socialização profissional que vive os docentes no início de sua carreira foi objeto de análise sobretudo no contexto anglo-saxão e existe uma ampla literatura especializada sobre este tema no âmbito do ensino não universitário. Neste trabalho nos apoiamos e mencionamos estas referências para poder, finalmente, contextualizar esta problemática no âmbito universitário.

Los nuevos cambios que se proponen para la Universidad española desde el proceso de convergencia europea propician una amplia reflexión en el ámbito de la formación del profesorado universitario. La adecuación al EEES hace necesario pensar en estrategias institucionales que le faciliten a los docentes dicho período de adaptación. La figura del profesor novel adquiere especial relevancia en este nuevo marco de actuaciones, por sus características y situación institucional. En este trabajo revisamos el papel de la universidad con respecto a sus profesores, sus compromisos y responsabilidades; los obstáculos y oportunidades que desde la propia institución se ofrecen; y las acciones y actuaciones a asumir para afrontar los retos y desafíos que tiene planteados., The new Latest changes proposed by the European convergence process to Spanish University, encourage a broad debate in teachers training. The adaptation to the European Credit Transfer System requires elaborating institutional strategies which may be helpful to teachers in this period of adaptation. Due to its characteristics and institutional situation the role of novel teachers become especially relevant in this new framework of actions This paper reviews the role of the university regarding its teachers, its commitments and responsibilities, as well as obstacles and opportunities it generates. Finally, actions and interventions that must be taken on to face the current challenges are discussed., Grupo FORCE (Formación Centrada en la Escuela) Universidad de Granada

It is estimated the national teacher shortage will be approximately two million by the year 2010. Thirty to 50% of new teachers leave the profession within the first 5 years. In an effort to improve teacher quality and retain teachers, many states and local school districts have instituted induction and mentoring programs. The state of Utah's Early Years Enhancement (EYE) induction and mentoring program went into effect January 1, 2003. This purpose of this study was to examine how secondary novice teachers experience the mentorship requirement of the EYE program. A phenomenological approach was used to illustrate the lived experience of 19 Utah teachers who completed the mentorship and all other requirements of the EYE program in order to earn their Level 2 License and continue on in the profession. Some of the themes that emerged from the participant interviews are congruent with the literature in terms of the benefits of a mentorship. A majority of participants reported their mentorship was beneficial because their mentor was a source of advice and information; their mentor was a confidant who also inspired confidence; and they got along with their mentor. Included in the study are unanticipated perceptions regarding the portfolio and the Praxis II requirements of the EYE program, giving a more holistic picture of what participants experienced during the mentor and induction process.

In Sweden, with no tradition of mentors participating in formal summative assessment of newly qualified teachers, a Government Inquiry proposes this dual role for mentors. This paper examines how the mentor’s and headmaster’s role in the assessment and the relations between mentor and mentee are discussed in the 108 responses sent to the Swedish Ministry of Education, as response to this Government Inquiry. Results show that the issue of evaluation in discussed in half of the responses (54 of 108); the headmasters role in mentioned twice as much as the mentors role (in 41 respectively 23 of the 108 responses); and that higher education institutions are most active focusing the mentors. Only 23 of the responses mention the mentor’s role in the assessment; none of these responses is positive to the mentor’s double role but eleven questions it; and the relationship between the mentor and mentee is discussed in only four responses. This raises question as to what extent new information or perspectives could be expected from responses, especially from a research-based perspective. Paper presented at European Conference of Educational Research (ECER) in Vienna, Austria, 28-30 september 2009. Didaktiska persepktiv på nyblivna lärares professonella utveckling

This study has investigated the problems experienced by female educators in relation with their job satisfaction by focussing on: The nature of job satisfaction; The problems and factors which cause job satisfaction/job dissatisfaction among female educators; To achieve these goals a literature study and an empirical study has been conducted. The literature study was undertaken by consulting primary and secondary sources. After the nature of job satisfaction and the problems causing satisfaction or dissatisfaction were established and discussed, a questionnaire was drafted. From a review of the literature, it appeared that the problems experienced by the female educators were intrinsic problems, within the classroom, outside the classroom, and within the community. A study population was used in which female educators who worked in secondary schools in the Potchefstroom District were involved. The empirical investigation indicated that the major problems experienced by the female educators were mostly outside the classroom. A minor problem for female educators appears to be that the learners are not under the obligation to tell if they are HIV/Aids infected. Also safety does not seem to be of influence on the job satisfaction of female educators in secondary schools Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

This article explores the context and experiences of three beginning teachers in their effort to improve their teaching and to implement and align themselves with their schools’ expectations of effective teaching practices. Research findings emerging from a sociocultural-ethnographic framework revealed that participants challenged their own beliefs about effective teaching practices in aligning themselves with their schools’ expectations. In complying with routine expectations, they embraced predominantly teacher-centred practices, rather than a student-centred approach. Given the ongoing effort to augment the quality of education in the Seychelles, beginning teachers’ implementation of and access to evidenced-based practices could be recognised as part of this endeavour.

Made available in DSpace on 2014-06-11T19:32:09Z (GMT). No. of bitstreams: 0 Previous issue date: 2002-12-10Bitstream added on 2014-06-13T20:03:11Z : No. of bitstreams: 1 martins_saf_dr_assis.pdf: 611190 bytes, checksum: 4bd82b9de9e54ccdb4eee1c8eb64bee0 (MD5) Ancorada em contribuições de diferentes correntes da lingüística moderna, esta investigação teve por objetivo verificar como ocorriam as aulas de língua materna do professor iniciante, visando a subsidiar o seu fazer pedagógico, bem como levá-lo a refletir sobre sua própria prática. Considerando a natureza do objeto, optou-se pela pesquisa qualitativa, desenvolvida por meio de uma pesquisa-ação e com o auxílio de alguns procedimentos pertinentes ao estudo de caso. O primeiro item analisado foi sobre a formação profissional dos sujeitos da pesquisa, oportunidade em que se pode constatar, por meio de seus relatos, que elas sentiam inseguranças e medo, no que se refere ao seu fazer pedagógico, em decorrência das lacunas da graduação. Em seguida, por meio de relatórios das professoras, analisou-se suas concepções de linguagem e de ensino de língua materna, oportunidade que se pode observar que, no início da investigação, algumas demonstraram uma forte tendência a desenvolver um ensino tradicional apegadas ao ensino de gramática nos moldes tradicionais; outras, no entanto, desde o início, já se apresentaram acessíveis a desenvolver um ensino de língua materna mais inovador. No decorrer da pesquisa-ação, constatou-se um movimento gradativo na formação e na ação dessas professoras: se no início, elas se mostravam inseguras, muito presas ao livro didático e apresentando poucos trabalhos com o texto em sala de aula... Anchored in the contributions provided by modern linguistic trend, this investigation had as a veryfiing how de classes og mother thongue beginnig teacher take place, aiming to support their pedagogical pratice, as well as make them find their way to reflect their own practice.Concerning the nature of the object, we chose the qualitative research, developed by means of a research-acion and with the help of some of the procedure concerning the case study. As for the data coletinf, different techniques were adopted, such as the direct observation (systematic and participant), the applying of questionnaires and the accomplishment of fortnightly meetings with the subjects of the research - four beginning teachers. The first analysed item was about the subjects of the research, opportunity in which could veify, through their narratives, that felt insecurities end fears, concerning their pedagogical practice, due to the graduation insuffices. Afterwards, by means of the recordings of the teachers, we have analysed their language and mother tongue teaching concepts, when we could notice that, at the investigation, some showed a strong tendency to develop a tradicional teaching, attached as they were to the grammar teaching in the traditional frame; others, however, since the beginning, have presented accessibility to develop a more interactive approach to mother tongue teaching though the research-action, though. Meanwhilw the research-action, we verified a gradual movement in the formative aspect of these teachers action; if, at the beginning, they showed insecurity... (Complete abstract, click electronic access below)

The perceptions of how well the mentor teacher program meets the needs of the beginning teacher, the mentor teacher, and the school division were examined in this study. There were three populations: 100 beginning teachers employed in the Newport News Public Schools with an initial employment date of August 1998, 56 mentor teachers, and 31 program administrators. Three surveys, utilizing Likert scales, were developed to collect data. Descriptive statistics were applied to the data. Data from the three populations were analyzed separately. Each set of data was disaggregated by age, gender, ethnicity, years of experience, position, educational level, and career status. Means were compared to identify differences in the perceptions of the program's effectiveness. The overall conclusion was that the program is only modestly meeting the needs of beginning teachers and mentors. In the perception of administrators, the program is meeting the needs of the school division. The data are quite clear that the closer one is to the classroom (the beginning teacher) the lower one rates the mentoring program. The beginning teachers rated the program the lowest, with mentors rating it next lowest and administrators rating it the highest. Numerous strengths and areas needing improvement were identified in the assessment. Among the strengths were sufficient emotional support from mentors, assistance with policies and procedures of the school and division, help with instructional methods, and training for mentors. Among the areas needing improvement were sufficient time for mentoring and receiving assistance; support for such activities as stimulating student learning, conducting home visits, organizing the classroom, and achieving the Virginia Standards of Learning; compensating mentors adequately; and assigning mentors to beginning teachers who teach the same grade or content. The data may be useful in guiding modifications in the mentoring program of the Newport News Public Schools or in developing an effective mentoring program in any school system. Ed. D.

The analysis proposed in this article is situated at the micro-level of inter-individual formative encounters between a teacher-mentor and a beginning teacher, participants in program for initial teacher education. Findings of this analysis indicate that whilst engaged in collaborative work on the object of their activity –building common professional knowledge as part of the professional identity formation process – the participants come to shape the space of their joint exploration of the tools available and engage in producing their professional culture, by generating between them a space of communication where tools are to be born, transformed, melted into practice, questioned and then transformed again. In return, the conceptual actions performed function as maps for participant's expanding professional agencies. This work has been supported by CNCSIS -UEFISCSU, project number PN II-RU 21/2010.

The impact of globalization has brought changes upon education which requires teachers to be knowledgeable and competent to prepare students for a competitive society. The lack of pedagogical preparation has been identified as a problem among teachers in Malaysia. To address this lack, this study proposed that one-to-one mentoring from experienced teachers in the same school will help in developing the pedagogical content knowledge (Le Shulman, 1987) of beginning teachers so that they become effective practitioners in a shorter time. This study investigates the influence of mentoring empirically on three domains of pedagogical content knowledge (PCK) which are subject matter knowledge (SMK), general pedagogical knowledge (GPK) and knowledge of context (KOC). Questionnaires were administered to a sample of 146 beginning teachers and 90 mentor teachers in urban secondary schools in Malaysia. Results were analyzed through descriptive statistics and linear regression. The findings reveal that there is significant relationship between mentoring and SMK (β = .302, t (119) = 3.471, p < .05), mentoring and GPK (β = .336, t (120) = 3.944, p < .05),and mentoring and KOC (β = .372, t (119) = 4.387, p < .05). Mentoring exerts the most influence on KOC, then GPK and SMK respectively. Overall, there is a significant relationship between mentoring and PCK of beginning teachers (β = .389, t (119) = 4.488, p < .05). This study provides important information for school principals and educators on the effectiveness of mentoring beginning teachers.

Notre contribution, dans cet article, propose de montrer comment l’expérience des enseignants d’ÉPS débutants peut être prise en compte au travers de trois approches, qui dépendent du mode d’appréhension de l’expérience subjective par le chercheur et qui conduisent à identifier spécifiquement leur professionnalité : l’expérience, comme conceptualisation en acte, comme persistance de l’éprouvé et comme dialectique de l’autoposition. Ces trois approches sont questionnées au travers de l’analyse de productions d’enseignants débutants en formation. Le croisement de ces approches conduit à trois projets : 1) épistémologique, identifier leurs contributions respectives à l’appréhension et la problématisation de l’expérience; 2) heuristique, circonscrire la professionnalité des enseignants d’ÉPS débutants et notamment préciser la centralité déjà connue du « contrôle »; 3) formatif, questionner le projet de développement des enseignants débutants sous le registre de l’autonomie., This article sets out to show how beginning physical education teachers’ experience can be taken into account through three approaches, depending on the researcher’s mode of grasping subjective experience, in order to specifically identify teachers’ professionality. The three approaches are experience as conceptualization in action, as persistent lived experience, and as dialectics of self-positioning. These three approaches are examined via an analysis of trainee teachers’ productions. Comparison of these approaches gives rise to three objectives: 1) epistemologically speaking, to pinpoint the approaches’ respective contributions to grasping and problematizing experience; 2) heuristically speaking, to define beginning physical education teachers’ professionality and to specify the (already well known) importance of “control”; and 3) formatively speaking, to investigate beginning teachers’ development projects from an autonomy standpoint., En este artículo, nuestra contribución, propone mostrar cómo se puede tener en cuenta la experiencia de los docentes principiantes de EPS a través de tres enfoques, que dependen de cómo el investigador aprehende la experiencia subjetiva y que conducen a identificar específicamente su profesionalismo: la experiencia, como conceptualización en acto, como persistencia de lo probado y como dialéctica de la auto-posición. Estos tres enfoques son cuestionados a través del análisis de las producciones de los docentes principiantes en formación. El cruce de estos enfoques conduce a tres proyectos: 1) epistemológico, identifica las respectivas contribuciones a la aprehensión y problematización de la experiencia; 2) heurístico, circunscribe la profesionalidad de los docentes principiantes de PS y en particular aclara la centralidad ya conocida del «control»; 3) formativo, cuestiona el proyecto de desarrollo de los docentes principiantes bajo el registro de la autonomía.