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This qualitative study explores the support systems that foster resilience and success among novice teachers in diverse sociocultural contexts within Israeli teacher training colleges. Semistructured interviews were conducted with a sample of 51 novice teachers from various educational backgrounds. The findings reveal a complex network of support encompassing formal institutional structures, such as mentorship programs and induction workshops, as well as informal networks of familial support and cultural connections. Utilizing a holistic framework that integrates social support theory, social connection theory, and self-determination theory, the study highlights the interplay between external support and novice teachers' intrinsic motivations, which drive their pursuit of autonomy, competence, and relatedness. The key findings underscore the crucial role of comprehensive induction and mentoring programs that address novice teachers' emotional, psychological, and professional needs. These programs should provide emotional support, opportunities for collaboration and peer learning, and personalized guidance from experienced mentors. The study also emphasizes the significance of supportive school cultures, meaningful mentoring relationships, and the strength of informal support networks in promoting novice teachers' well-being and effectiveness. The implications of this research are far-reaching, offering valuable insights for the global educational community on developing supportive ecosystems that enhance novice teachers' resilience, job satisfaction, and retention rates. By articulating the essential role of both formal and informal support systems, this study contributes significantly to the discourse on teacher education and addresses a crucial gap in the literature on support mechanisms across diverse educational settings. [ABSTRACT FROM AUTHOR]

Teacher turnover is an issue plaguing states and districts around the country, particularly among novice teachers. Research indicates that strong induction and mentoring programs can provide novice teachers with critical support and guidance as they make the transition from the pre-service environment to the professional workforce resulting in higher levels of self-efficacy and performance. While there is a considerable amount of research on traditional, face-to-face new teacher induction (NTI) programs, there are few studies that investigate the integration of technology for a virtual experience. This study sought to explore quantitative measures of teachers’ self-efficacy and the perceptions of novice teachers engaging in virtual mentoring in the context of an NTI program. Results of the survey indicate that participants (n = 67) reported a moderate degree of confidence in their ability to satisfactorily accomplish tasks within their classrooms. Several themes emerged from the qualitative data highlighting the importance of the frequency, quality, and content of teachers’ interactions with their mentors. This study contributes to the existing literature on virtual mentoring and explores how the experience can provide teachers with an opportunity to cultivate self-efficacy. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to describe a thriving partnership between Frostburg State University and the Garrett County Public Schools that aims to improve teacher effectiveness and retention through the implementation of a robust induction program. The initiative includes sustained, strategic mentoring; extensive professional development; and validated, competency-based microcredentials aligned to high-leverage practices. Design/methodology/approach – The study included surveys and structured interviews with teaching fellows and their instructional coaches. Findings – Having ample support and mentoring can make a significant difference for novice teachers. Partnerships between universities and local school districts can provide this critical support. Research limitations/implications – A limitation that cannot be ignored is the small number of participants in this program, all of whom are teaching in a rural school system. However, researchers working with larger school districts would add valuable knowledge to the field of study. Practical implications – This paper includes implications for designing new induction programs or improving existing ones. Social implications – Mentoring, a major component of high-quality induction programs, has the potential of providing important benefits to beginning teachers including increased motivation, self-confidence, growth in professional identity, and reduced stress and anxiety. Originality/value – As school systems are struggling to retain qualified teachers, high-quality induction programs are necessary.

This qualitative study explores the support systems that foster resilience and success among novice teachers in diverse sociocultural contexts within Israeli teacher training colleges. Semistructured interviews were conducted with a sample of 51 novice teachers from various educational backgrounds. The findings reveal a complex network of support encompassing formal institutional structures, such as mentorship programs and induction workshops, as well as informal networks of familial support and cultural connections. Utilizing a holistic framework that integrates social support theory, social connection theory, and self-determination theory, the study highlights the interplay between external support and novice teachers’ intrinsic motivations, which drive their pursuit of autonomy, competence, and relatedness. The key findings underscore the crucial role of comprehensive induction and mentoring programs that address novice teachers’ emotional, psychological, and professional needs. These programs should provide emotional support, opportunities for collaboration and peer learning, and personalized guidance from experienced mentors. The study also emphasizes the significance of supportive school cultures, meaningful mentoring relationships, and the strength of informal support networks in promoting novice teachers’ well-being and effectiveness. The implications of this research are far-reaching, offering valuable insights for the global educational community on developing supportive ecosystems that enhance novice teachers’ resilience, job satisfaction, and retention rates. By articulating the essential role of both formal and informal support systems, this study contributes significantly to the discourse on teacher education and addresses a crucial gap in the literature on support mechanisms across diverse educational settings.

Anushree Kucheria,1 Johan Bastianpillai,2 Shaharyar Khan,3 Vikas Acharya4 1Royal Berkshire Hospital, Royal Berkshire NHS Foundation Trust, Berkshire, UK; 2Northwick Park Hospital, London North west University Healthcare NHS Trust, London, UK; 3London North west University Healthcare NHS Trust, London, UK; 4Department of ENT Surgery, Northwick Park Hospital, London North west University Healthcare NHS Trust, London, UKCorrespondence: Anushree Kucheria Email anushreekuch@gmail.comIntroduction: General practitioners (GPs) encounter many adult and paediatric patients presenting with ear, nose and throat (ENT) complaints. There is a paucity of learning opportunities to develop knowledge and skills in ENT at undergraduate and postgraduate level. GP trainees starting an ENT rotation have very little prior experience, and therefore we recognise a need for an introduction through a focused induction programme. The aim of this study was to understand whether a GP trainee focussed induction programme can improve the confidence of these doctors in managing emergency hospital presentations in ENT.Methods: An ENT-focussed induction program was created: a didactic teaching program, shadowing period and supervised on-calls. Five GP trainees completed the induction programme. Questionnaires assessed the GP trainees’ confidence in managing common emergency presentations and performing common procedures before and after the induction program. For comparison, questionnaires were given to seven GP trainees who did not complete induction program before starting the rotation and 2 weeks subsequently.Results: With no induction in place, the mean increase in confidence was by 0.81. In comparison, the GP trainees who did complete the induction program had a mean increase in confidence by 1.2. The induction program had a dramatic increase in confidence in ENT-specific skills which would not have been experienced in other specialties such as flexible nasal endoscopy, post-tonsillectomy bleeding, neck sepsis, stridor and periorbital cellulitis.Limitations: A small cohort of participants in one hospital were included, thus affecting the reliability of the results.Conclusion: There was a greater level in confidence in managing ENT presentations of those who completed the induction program, and we recommend a similar structured programme for GP trainees who rotate in ENT. This may have wider implications in fostering interest in postgraduate degrees in ENT and improving the quality of primary care management of ENT complaints.Keywords: otolaryngology, ENT, general practitioner trainees, induction programs, confidence

The shortage of teachers, specifically agriculture teachers, has been established and literature shows us why some teachers choose to leave. The question remains, how can we provide induction programs to agriculture teachers that support their unique needs and ultimately retain beginning agriculture teachers in the profession long term? This longitudinal qualitative case study began with eight traditionally certified beginning agriculture teachers and concluded with six completing the three-year study. The collective case study gathered data from site visits, monthly interviews, and annual focus groups. Recommendations were made for components that should exist in an induction program for beginning agriculture teachers. The content beginning teachers may need, how to structure a program, and items mentors and facilitators need to be aware of when providing a comprehensive program are provided. Recommended components include developing a supportive community among the teachers, providing "as needed" resources, multiple mentors, feedback on teaching, and structured reflection. [ABSTRACT FROM AUTHOR]

This article aims to analyse recent research dealing with beginning teachers. For this purpose, 26 articles were selected. These articles investigate the issue of mentoring, specific experiences, the induction process and initial teacher training. Each of them was analysed in turn, trying to highlight the common elements and the original elements. Tables were used to summarize very clearly the basic structural elements or to highlight certain developments in the analysis of the identified phenomena. Following the synthesis of the most important information, it could be seen that most countries use a form of testing of those who start teaching. The results obtained at these tenure exams vary depending on the level of education, environment of residence and area of origin. These examinations are followed by the adaptation period when professional identity is established and many beginning teachers face important challenges. Many countries have mentoring programs that help teachers in the accommodation process. Mentors need to be trained in order to provide a comfortable working space for beginners. Mentoring is useful for preventing beginner teacher turnover, increasing job satisfaction and improving students' learning outcomes.

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The first year of teaching is a critical time for professional growth and teacher development requiring emotional and pedagogical support from an experienced mentor. To serve this need, many school districts and counties across the US have developed induction programs for beginning teachers. This study examined 20 First Year Teachers' (FYT's) experiences in a mentoring induction program conducted from 2006 to 2008. Data included phone interviews, questionnaires, and one-onone interviews. Kram's mentoring framework provided the theoretical model for describing stages of mentor-mentee relationships. In addition, a Continuum of mentor practices was developed to categorize the levels of mentor effectiveness as described by FYTs. Based on their perceptions, the effectiveness of mentoring practices varied greatly for these participants: nine teachers received adequate mentoring, while the remaining 11 teachers' experiences indicated deficiencies. Mentors were trained and specifically matched with FYTs, yet, findings indicated that accountability measures were needed to adequately serve most of these FYTs. [ABSTRACT FROM AUTHOR]

Bu çalışmanın amacı, adaylık eğitimini atanılan ilden farklı bir ilde tamamlayan aday öğretmenlerin adaylık eğitimine ilişkin görüşlerini, eğitimlerini tamamladıkları il/okul ile atandıkları il/okul arasındaki fiziki çevre ve olanaklar, eğitsel materyal, sosyo-kültürel yapı ve öğrenci profili bakımından karşılaştırmak ve oluşabilecek farklılıkları belirlemektir. Durum çalışması olarak desenlenen bu araştırma, farklı bir ilde adaylık eğitimini tamamlayarak Van ilinde göreve Öğretmenlerle yapılan görüşmeler sonucunda elde edilen verilerin analizinde betimsel analiz kullanılmıştır. Araştırmanın sonucunda, aday öğretmenlerin farklı bir ilde adaylık eğitimi almalarına ilişkin hem olumlu hem de olumsuz görüşlere sahip oldukları belirlenmiştir. Ayrıca adaylık eğitimi tamamlanan il/okul ile atandıkları il/okul arasındaki fiziki çevre ve olanaklar, eğitsel materyal, sosyo-kültürel yapı ve öğrenci profili bakımından önemli farklılıkların olduğu ve bu farklılıklardan dolayı aday öğretmenlerin uyum sorunları yaşadıkları sonucuna ulaşılmıştır. Bu durumda uyum sorunlarının azaltılabilmesi için adaylık eğitiminin, aday öğretmenlerin atandıkları ilde başlatılması, fakat görev yapacakları okullarda deneyimli danışman öğretmenlerin bulunmaması durumunda atandıkları ildeki farklı bir okulda bu sürecin yürütülmesi önerilebilir

Provided the shared post-soviet context and the rapidly declining school age population, this comparative study of teachers in Estonia, Georgia, and Latvia can shed light on alternative approaches to increased teacher satisfaction for countries in similar contexts that are unable to make across the board increases in teacher salary. The focus on high poverty schools is essential in these countries as the changing demographics and present school funding mechanisms disproportionately affect rural schools which are often high poverty. This study addresses two pressing research questions, exploring each independently for Estonia, Georgia, and Latvia: 1) How does teacher satisfaction and other teacher characteristics differ by school poverty level? 2) What policy relevant factors are related to increased satisfaction for teachers in high poverty schools? Data from the 2013 Teaching and Learning International Survey (TALIS) were used in this study. Given the dichotomous measures of the outcome variable (teacher satisfaction), hierarchical generalized linear modeling (HGLM) was the primary method of analysis. Although the policy implementation and internalization process is challenging, this study indicates that simplistic, externally driven policy solutions, such as introducing induction programs or changing the contract status of teachers, are not as effective in increasing teacher satisfaction as investments that contribute to a positive school climate where teachers feel valued and included as professionals.

This paper presents learning and teaching experiences gathered from an induction program conducted at the Department of Electronic and Telecommunication Engineering, University of Moratuwa, Sri Lanka for newly enrolled undergraduate students. The induction program, named as the pre-academic term, was an experimental effort to explore the applicability of blended leaning concepts to enhance the learning experience of Engineering freshmen, while enabling smooth transition from high school to university education. In addition to standard lectures, an integral part of the program was in-class demonstrations, where electronic circuits were assembled from scratch on a printed circuit board and demonstrated using a projected camera during the lectures. Organization, learning objectives, brief description of the example projects are presented along with a summary of formal student feedback. More than 85% of the freshmen indicated that the induction program helped them to smoothly begin the university education. A qualitative assessment in the laboratory work indicated that about 98% of the students successfully completed the assigned hands-on activities. [ABSTRACT FROM AUTHOR]

In this exploratory study, we use Banks’s typology on multicultural curriculum reform as 1 strategy for developing multicultural, culturally relevant science teachers. Banks’s typology discusses 4 approaches for integrating multicultural content into the school and university curriculum. In order to support the development of multicultural science teachers and multicultural science curricula, we were interested in knowing how preservice teachers (PSTs) and in-service teachers (ISTs) understand these ideas. We gathered comments across 2 different contexts: a graduate-level elementary science methods course in the northeastern United States and a graduate-level secondary science induction course in the Midwestern United States. Both groups participated in an interactive multicultural education PowerPoint lesson focused on culturally relevant teaching and Banks’s 4 approaches. The lesson was taught face to face in the 1st setting and via Skype in the 2nd setting by the same science teacher educator. Our primary data sources were responses to 3 prompts made by the PSTs and ISTs during the lesson. We analyzed all responses qualitatively using methods of constructivist grounded theory. Findings indicated that both PSTs and ISTs initially understood multicultural science education as connecting to students’ experiences and critiquing dominant cultures but rarely associated it with social action, the highest level of Banks’s typology. We discuss implications in terms of making explicit connections to multicultural approaches in science teacher education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Derleme niteliğinde hazırlanan bu makalenin amacı, mesleklerinin ilk yılında karşılaştıkları zorluklar nedeniyle, mesleki yıpranma, stres ve tükenmişlik yaşayan ve gerekli destekler sağlanmadığında, iş verimleri düşen ya da bu nedenle işten ayrılabilen öğretmenler için geliştirilen destek programlarını tanıtmaktır. Bu programlar, işe uyum (induction programs) ve bu programların öğesi olan kılavuzluk (mentoring) programlarıdır. İşe uyum programları, yeni öğretmenlerin öğretmenlik becerilerini geliştirmek ve işten ayrılmalarını azaltmak amacıyla, öğretmenlere sürekli bir yardım sağlayan, resmi ve sistematik, değerlendirme ve destekleme programlarıdır. Mesleki kılavuzluk ise, aynı meslekten daha becerili ya da deneyimli bir kişinin, daha az becerili ya da deneyimli kişiye mesleğine başarılı bir başlangıç yapması için sunduğu yönlendirme hizmetleri bütünüdür. Bu çalışmada, programlar genel özellikleriyle tanıtıldıktan sonra ülkemizde kullanılabilmesi için bazı öneriler geliştirilmiştir

This study explored the yearlong learning processes of two first-year secondary science teachers participating in an online mentoring program, through examination of their written dialogues within the program and other data. Using a case study method, this study (a) explored the patterns of written dialogues between the two new teachers and their mentors over the course of a year, (b) documented pertinent topics of importance, and finally (c) illustrated the new realities created in the mentees' classrooms as a result of the online mentoring process. Penelope and Bradley, who taught at an urban school and at a suburban school respectively, were selected as subjects. Our analysis revealed that the two pairs of mentee-mentors showed different participation patterns that affected the intensity of the creation of new realities, and affected whether the mentees tried/vetted new teaching practices suggested by their mentors. Yet, analysis also revealed that certain elements in the written dialogues between pairs were found to be similar, in that construction of knowledge was evident between both pairs when friction developed and appropriate teamwork emerged to deal with it. The topics of greatest interest and importance within the dialogues were those related to the logistics of the school system and the processes and methodologies of teaching. These results suggest that online mentoring programs are an effective dialogical tool for transferring the knowledge of experts to novices, and for thus expediting the professional induction and growth of new science teachers. [ABSTRACT FROM AUTHOR]

This study examined the (1) effects of a supportive program (i.e., induction arrangement) on beginning teachers’ (BTs’) psychological processes after a period of 1 year and (2) psychological paths of influence of the arrangement. Participants (56 Dutch secondary schools with 143 BTs) were randomly allocated to two conditions. Experimental schools provided a carefully developed and implemented induction arrangement to their BTs. Control schools followed their regular (induction) arrangements. BTs perceived stress causes, self-efficacy, and job strain were measured with a pre-test post-test design. Condition effects were examined by means of independent sample t tests. The perception of the provided support was measured, and its psychological path of influence was investigated by conducting standard multiple regression analyses. BTs in the experimental condition indicated that they (1) received more support, (2) experienced fewer stress causes (i.e., lack of learning opportunities and lack of regulating possibilities), and (3) experienced more self-efficacy in the classroom at the end of the school year. Furthermore, fewer BTs left the experimental schools after 1 year. Reducing BTs’ workload and supporting their professional development are the most influential induction arrangement elements provided in this study. Providing carefully developed and implemented induction arrangements may soften the harshness of the context in which BTs operate, by decreasing their perceived stress causes and increasing their level of self-efficacy in the classroom. This, in turn, could positively affect BTs’ decision to stay in the teaching profession and might, therefore, add to a solution to the teacher shortage problem. [ABSTRACT FROM AUTHOR]

Ensuring a qualified teacher in every classroom is a central part of the latest agenda to strengthen public education and maximize student achievement. Effective teaching and delivering quality instruction are lifelong and critical goals of professional development of teachers. High-quality induction programs support qualified teachers for every child. We evaluated perceptions of beginning teachers relative to the effectiveness of induction activities, assistance, and support provided within their school districts. Overall, this group indicated that induction programs were sufficient for them to succeed during the first years of teaching. Implications for improving practice and recommendations for continuing research are discussed in this article. [ABSTRACT FROM AUTHOR]

Focuses on the basic notions of induction in the teaching profession in California. Compensation for professional time; Definitions of teacher quality; Function of the California Commission on Teacher Credentialing.

This paper introduces a computational network which combines heterogeneous rule-extraction algorithms for intelligent data analysis. Combining induction programs may alleviate the possible negative effects of data set representation and individual program's influences, such as inductive bias. The application of the computational network to a diabetes data set shows that, when combining the various programs, an increase in rule set accuracy and comprehensibility are obtained. [ABSTRACT FROM AUTHOR]

The transition period from foundation program doctor to specialty trainee can be difficult for junior doctors. This difficult period often acts as a major obstacle for learning in the workplace. Existing induction programs are commonly seen as inadequate at easing this transition, and therefore, a pilot study intervention was undertaken to assess if the initiation of "learner-centered induction programs" could help improve the confidence, knowledge acquisition, and satisfaction of junior doctors as they begin specialty training in neurosurgery. Ethnographic and anecdotal evidences were collated from junior doctors, specialty trainees, and consultants in order to investigate if further work on this subject would be beneficial. All participants were working in the Department of Neurosurgery at University Hospital Coventry and Warwickshire, Coventry, UK, over a 4-week period in March/April 2015. A review of the relevant literature was also undertaken. This report found that despite the reservations around the increased organizational demands of induction programs of this nature, as well as concerns around a single junior doctor covering the ward alone during the induction period, feedback following the intervention was largely positive. Junior doctors appreciated being taught about their roles and responsibilities from their predecessors as well as deciding among themselves what topics they wanted covering. As a result, the induction sessions tended to focus on clinical skills rather than theoretical knowledge, which most of the junior doctors believed they could cover adequately in their own time. The junior doctors felt that they benefited from learning/refreshing their relevant practical skills in a safe environment under senior supervision, prior to starting on the wards. Finally, as the induction program was of a greater duration than the traditional half day, they felt they had sufficient time to ask questions and address concerns while "on the job". Overall, "learner-centered induction programs" did appear to show promise in this pilot study with regards to increasing the confidence of junior doctors starting a neurosurgical placement and helped ease the transition process from foundation doctor to specialty trainee in neurosurgery. We believe further work to formalize and quantify these findings using questionnaires and a larger sample group as well as across successive is indicated and may help junior doctor learning and transition processes in future practice.