School culture, Induction and Foothold

Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskningpeer review

Abstract

School culture, teacher induction and footholdResearch topic/aim : A review of new empirical research, describing characteristics of how school culture influences newly qualified teachers’ professional, personal and social development. Theoretical frameSeveral reviews on the topic teacher induction programs (TIP) has been published throughout the last decades (e.g. Greenfield, 2015; Guarino, Santibañez, Daley, & Santibafiez, 2006; Hobson, Ashby, Malderez, & Tomlinson, 2009; Ingersoll & Strong, 2011; Schaefer, Long, & Clandinin, 2012; Shockley, Watlington, & Felsher, 2013; Wang, Odell, & Schwille, 2008). These reviews points out that TIP, bridging formal teacher education and the first years in the profession, enhances the newly qualified teachers’ possibilities for learning in and of practice. Several reviews (Greenfield, 2015; Guarino et al., 2006; Hobson et al., 2009; Schaefer et al., 2012; Shockley et al., 2013; Wang et al., 2008) find that TIP has a positive effect on newly qualified teachers’ professional, social and personal development (cf. European Commission, 2010)Furthermore, research finds that TIP can contribute to efficiency, motivation and encouragement (Shockley et al., 2013); to enhancement of student performance; to teachers’ job satisfaction and foothold (Ingersoll & Strong, 2011); to counteract teacher attrition; and to strengthen teacher resilience, self-worth and self-efficacy (Greenfield, 2015; Guarino et al., 2006; Schaefer et al., 2012). All factors influencing the newly qualified teacher’s focus on professional development.Wang and Odell (2002) points out that TIP can influence the quality of the teacher’s lessons by supporting and qualifying the teacher’s teaching and insights into how students’ learn. TIP can also facilitate newly qualified teaches continued professional development, but Wang and Odell points out that the school culture influences the quality of the effect of TIP. DesignMethodically, we sought to map out new publications from empirical studies, that both discus school culture and TIP. We searched three bibliographical databases: ERIC, PsycINFO and Idunn, and for the duration 2010-2016. A systematic compilation of the findings has been conducted, based on our research question. The search process included a literature search, a screening of relevance and a quality assessment. The thematic analysis were followed by a synthesizing. FindingsCollaboration, mastery vs performing, atmosphere and career are four central terms regarding school culture and newly qualified teacher’s foothold. Horizontal relations, reciprocity and equality when working together on self-experienced challenges without known solutions, supports the newly qualified teachers. The effect of the supporting activities is dependent on whether a school culture is oriented towards mastery or performing, and of the new teachers’ sense of self-efficacy. Supportive school management, good communication, clear organization and welcoming colleagues, contributes to a good induction period. It may be valuable to develop an organizational approach to new teachers’ careers that supports several career orientations.Relevance: According to Wang et al. (2008), there are insufficient research on the effect of mentoring of newly qualified teachers focusing on discussing and analyzing how much TIP can be strengthened or neutralized by the schools culture, organizations and environment. An area, according to Wang et al., that should be further explored. ReferencesEuropean Commission. (2010). Developing coherent and system-wide induction programmes for beginning teachers: a handbook for policymakers, 48. Retrieved from http://ec.europa.eu/education/policy/school/doc/handbook0410_en.pdfGreenfield, B. (2015). How can teacher resilience be protected and promoted? Educational & Child Psychology, 32(4), 52–68.Guarino, C. M., Santibañez, L., Daley, G. A., & Santibafiez, L. (2006). Teacher Recruitment and Retention: A Review of the Recent Empirical Literature. Review of Educational Research, 76(2), 173–208. Retrieved from http://www.jstor.org/stable/3700588Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(9), 207–216. https://doi.org/10.1016/j.tate.2008.09.001Ingersoll, R. M., & Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research, 81(2), 201–233. https://doi.org/10.3102/0034654311403323Schaefer, L., Long, J. S., & Clandinin, D. J. (2012). Questioning the Research on Early Career Teacher Attrition and Retention. Alberta Journal of Educational Research, 58(1), 106–121.Shockley, R., Watlington, E., & Felsher, R. (2013). Out on a Limb: The Efficacy of Teacher Induction in Secondary Schools. NASSP Bulletin, 97(4), 350–377. https://doi.org/http://dx.doi.org/10.1177/0192636513510595Wang, J., & Odell, S. J. (2002). Mentored Learning to Teach According to Standards-Based Reform: A Critical Review. Review of Educational Research.Wang, J., Odell, S. J., & Schwille, S. A. (2008). Effects of Teacher Induction on Beginning Teachers’ Teaching: A Critical Review of the Literature. Journal of Teacher Education, 59(2), 132–152. https://doi.org/10.1177/0022487107314002
OriginalsprogEngelsk
Publikationsdato7 mar. 2019
StatusUdgivet - 7 mar. 2019
BegivenhedNera 2019 - Yppsala Universitet, Uppsala, Sverige
Varighed: 6 mar. 20198 mar. 2019

Konference

KonferenceNera 2019
LokationYppsala Universitet
LandSverige
ByUppsala
Periode06/03/1908/03/19

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