Psychometric properties of the Serbian version of The Multicultural

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STATE OF RESEARCH ON “BRIDGING THE GAP” BETWEEN INITIAL TEACHER EDUCATION AND INDUCTION - A LITERATURE REVIEW OF STUDIES PUBLISHED IN THE LAST DECADE

MILICA VUČETIĆ Faculty of Technical Sciences Cacak, University of Kragujevac, Serbia

INTRODUCTION Initial teacher education  | Teacher induction  |

Is there a “gap” between these two? If it does, what kind of  gap is it? And why is it important to “bridge” it?

“Induction happens with or without a formal program and it is often an abrupt and lonely process” (Feiman-Nemser, 2001)

RESEARCH |

Main goal: To examine relevant studies in the field of initial teacher education and induction in last decade in a search for findings that connect ITE and teacher induction.

|

Method: Content analysis

|

Data collection

9

9

Sample: journals from Science Direct and SAGE database, articles published from January 2004 to January 2014 Step A: Titles and keywords search preservice teacher induction period (teacher induction, novice teacher, beginning teacher, in-service teacher)

RESEARCH PROCEDURE Science Direct preservice teacher 205 induction period 179 novice teacher beginning teacher teacher induction in-service teacher ∑ 384

SAGE journals 15 32 49 66 37 27

∑ 220 211

5 9 17 1 47

431

9 Journal of Teacher Education 9 Teaching and Teacher Education 9 Journal of Music Teacher Education 9 Action Research 9 Review of Educational Research 9 Educational Policy

o Sampling, Step B: 10 papers per year, 10 x 10 = 100 articles o Content analysis, step 1: Abstracts inspection for main research topics, „category building“ by inductive analysis method o Content analysis, step 2: Selecting articles for more in depth content analysis, selection criteria: findings are potentially useful for connecting ITE and teacher induction

RESULTS

Step 1 Analysis Pre-service teacher preparation 9collaborative 9video-based

learning - development of skills in implementing collaborative learning;

training - effect of video-based training and assessment;

9classroom

management - effectiveness of a training program in classroom management;

9mentoring

- effects and perceptions of mentoring experience;

9student

teachers’ perceptions and reflections on various issues.

Induction 9Motivation

for teaching and job satisfaction;

9Challenges,

needs and supports in the induction period;

9Mentoring: 9Teacher

attrition/retention;

In-service teacher education 9Teachers’

attitudes and beliefs on varioas issues;

9Professional 9Coping

development and new (e) technology;

strategies;

9Working

with diversity.

Teachers’ professional identity 9professional

identity construction

9professional

identity tensions

9professional

identity development

Step 2 Analysis Selected articles for in depth content analysis Author(s) and year

Title

De Luca & Bellara, 2013

The Current State of Assessment Education: Aligning Policy, Standards, and Teacher  Education Curriculum The Impact of Preservice Preparation and Early Career Support on Novice Teachers'  Career Intentions and Decisions Out on a Limb: The Efficacy of Teacher Induction in Secondary Schools

DeAngelis, Wall & Che, 2013 Shockley, Watlington, &  Felsher, 2013 Kumazawa, 2013

Gaps too large: Four novice EFL teachers’ self‐concept and motivation

Armour & Makopoulou, 2012

Great expectations: Teacher learning in a national professional development programme

Chen, 2012

Cornelissen, van Swet,  Beijaard & Bergen, 2011 Bartlett & Johnson, 2010

Professional growth during cyber collaboration between pre‐service and in‐service  teachers The Impact of Induction and Mentoring Programs for Beginning Teachers A Critical  Review of the Research Aspects of school ‐ university research networks that play a role in developing, sharing  and using knowledge based on teacher research The Evolution of New Teacher Induction Policy Support, Specificity, and Autonomy

Intrator &  Kunzman, 2009

Grounded: Practicing What We Preach

Wang, Odell & Schwille, 2008

Effects of Teacher Induction on Beginning Teachers' Teaching: A Critical Review of the  Literature Improving Teachers' In‐Service Professional Development in Mathematics and Science:  The Role of Postsecondary Institutions

Ingersoll & Strong, 2011

Desimone, Garet, Birman,  Porter & Yoon, 2004

RESULTS BY UNITS OF ANALYSIS 1.

Purpose of the study with main findings

(a)

Relevant teacher education documents (teacher education accreditation policies, teacher professional standards, course curriculum, teacher induction policy);

(b)

Efficacy of teacher induction programs;

(c)

The „voice“ of novice teachers – expectations and needs, support

(d)

Connecting postsecondary institutions with primary and secondary schools;

2.

Methodology

(a)

A qualitative meta-analysis study; review of the literature; interpretive inquiry;

(b)

Empirical studies

(c)

Theoretical considerations

TOWARDS EDUCATIONAL IMPLICATIONS Teacher attrition/retention (aproximately ⅓ after one year and ½ within 3 years) A.High

degree of alignment across policy documents (regarding actual assessment practices), BUT there is a need to relate these sources to in-service teachers’ actual practices No induction policy

Dormant mandate

Mandate

Mandate w/guidelines

No funding

No funding

Funding

B.Metaanalysis

were inconclusive about any specific conditions that enhance the effectiveness of teacher induction, gaps in the research base and relevant questions for further research: 9Connecting 9Mentoring

theory behind teacher development and the empirical research

process as part of induction (Mentoring ≠Induction);

9The

duration and intensity of induction;

9The

relative costs and benefits of induction;

9The

impact of context - induction’s efficacy depends on the school setting.

TOWARDS EDUCATIONAL IMPLICATIONS C.

Connecting postsecondary institutions with primary and secondary schools

9

development of collaboration mechanism between pre-service and inservice teachers in a professional community (online and face-toface);

9

developing school-university research networks (embedded in the context of a Master’s program);

9

in-service professional development provided by postsecondaty institutions

9

University teacher educators extending their practice to primary and secondary schools setting - working across both contexts.

D.

Acknowledging the person

9

beginning teachers’ initial beliefs and teaching practices of learning process in induction contexts.

9

existence of a gap between personal expectations and professional reality - construction of adequate professional identity

CONCLUSION |

Possible „mapping“ of research themes and findings on connecting initial teacher education and teacher induction

|

A culture of support - The need for adequate support extends way beyond the first few days of teaching

|

A need for more large-scale empirical research on identified gaps

„Collaborative efforts that connect teacher preparation programs and school districts to form a pathway of support from training through mentoring and induction during teachers’ early years“ |

In a search for different “metaphore” – a need for more holistic approach

Х В А Л А

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Psychometric properties of the Serbian version of The Multicultural

STATE OF RESEARCH ON “BRIDGING THE GAP” BETWEEN INITIAL TEACHER EDUCATION AND INDUCTION - A LITERATURE REVIEW OF STUDIES PUBLISHED IN THE LAST DECADE ...

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