This paper employs a qualitative descriptive research design to determine how early career teachers (ECTs) use reflective practices to identify and mitigate major instructional challenges in the context of Bangladeshi higher education. A questionnaire was given to 20 ECTs working in different universities to collect data on their reflective…

This study investigated the effects of collaborative reflection (CR) on Iranian English language teachers' intercultural instructional practice. The data were gathered by observing the classroom instruction of four novice and experienced teachers before and after eight CR sessions. The result revealed that CR was an effective tool for improving…

This three-paper self-study dissertation explored the process of becoming a teacher with a focus on the emotional dimensions of teaching. Becoming a teacher is a complex, emotionally demanding process (Kelchtermans & Deketelaere, 2016) and teachers' emotions impact student achievement, motivation, and well-being (Balanescu, 2019). While…

This qualitative study examined the impact of mentor and new teacher pairings on the self-reported benefits of a statewide mentoring program for new teachers. Participants included 147 new teachers and 89 mentors in a Midwestern, rural state. Teacher demographics included all grade levels, different content areas, job alike and job not-alike…

Evaluating the impact of new teachers on student learning is a requirement for accredited teacher preparation programs. This article shares findings from a mixed methods, multiple case study investigating P-12 student learning in the classrooms of six graduates two-three years after completing a teacher preparation program. Data collection…

Teachers in a new school setting tend to display lower teacher efficacy, which negatively affects teaching performance and student learning. The purpose of this qualitative case study was to examine the perceptions of teacher efficacy in pre-service teachers and explore key factors influencing the perceptions as a result of pre-service training.…

This article is part of a larger exploratory study that followed preservice early childhood teachers through their program and into their first year of practice, giving voice to their understandings of quality teaching and learning, and insight into the ways their preservice program prepared them for the challenges of teaching in diverse settings.…

The development of teachers as reflective practitioners is a central concept in national guidelines for teacher preparation and induction (National Council for Accreditation of Teacher Education 2008). The Teacher Induction Network (TIN) supports the development of reflective practice for beginning secondary science teachers through the creation…

This project has been developed on Darug country, Sydney to examine how pre-service and beginning teachers can work with Aboriginal people in their local urban community. These teachers often want to know how to approach an Aboriginal "community", how they can ask Aboriginal people for information in order to include it in their…

The author is part of the Beginning Teacher Support and Assessment (BTSA) induction program--a California state program that is meant to offer support to new teachers as they exit the credential program and begin a job in a district. More than 80% of new teachers across the United States participate in some kind of induction program. At least 30…

Research from 6 years of AISD REACH suggested the program likely influenced student performance, teacher practices, and novice teacher retention. However, little evidence showed schoolwide growth or retention stipends facilitated desired results.

This investigation focused on the different forms of online collaboration used by current novice teachers in rural districts in Illinois. Two main research questions guided this study: 1) How do novice teachers use online collaboration? and 2) How does online collaboration affect their teaching practice? This study consisted of four qualitative…

This study reports on an investigation on the use of electronic journals to support beginning teachers in developing reflection on teaching within peer support networks. The study takes place within the context of the ongoing Pilot Project on Teacher Induction in post-primary schools in Ireland. A pilot study using web logs (blogs) was initiated…

This study documented variations in program designs and implementation strategies, linking them to beginning teachers' professional growth, particularly reflective practices. Data were collected in six sites during 1999-00 as part of an evaluation of the implementation of the California Formative Assessment and Support System for Teachers, which…

Examines how experienced teachers are trained to act as support providers, understandings they glean from the training, and their interpretation and presentation of these understandings during interactions with beginning teachers. The paper explains that the link between support providers and beginning teachers is the core of the induction…