Improving Beginning Teacher Induction Programs through Distance Education

Adrie A. Koehler; Minchi C. Kim

doi:10.30935/cedtech/6079

Adrie A. Koehler ¹ ^*, Minchi C. Kim ¹

More Detail

CONT ED TECHNOLOGY, Volume 3, Issue 3, pp. 212-233

https://doi.org/10.30935/cedtech/6079

OPEN ACCESS 1891 Views 1902 Downloads

Download Full Text (PDF)

Abstract

Teachers are faced with many barriers during their first few years of teaching, and they desire support to help them through this challenging time. Unfortunately, many beginning teachers rarely receive this assistance. Lack of support can create barriers that grow into to overall job dissatisfaction and lead to the failure of teacher retention. In the past, state departments of education and school administrators have focused on the use of mentoring programs to help address these concerns. However, much inconsistency exists among these programs’ duration, structure, and intensity, with many beginning teachers changing schools or leaving the profession all together. The purposes of this paper are to discuss key problems and concerns faced by beginning educators, to explore current professional development practices created for assisting beginning teachers, and to examine new ways to support beginning teachers through the use of educational technologies. Specifically, this article proposes principles to guide the design and improvement of beginning teacher induction programs through the incorporation of distance education technologies

Keywords: Beginning teacher induction, Distance education, Barriers to teaching, Guidelines for the use educational technology in teacher training

References

Bang, E., Kern, A., Luft, J., & Roehrig, G. (2007). First-year secondary science teachers. School Science and Mathematics, 107(6), 258-261.
Bartlett, L. & Johnson, L. (2010). The evolution of new teacher induction policy: Support, specificity, and autonomy. Educational Policy, 24(6), 847-71
Bickmore, D. & Bickmore, S. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education, 26(4), 1006-1014.
Boe, E. E., Cook, L. H., & Sunderland, R. J. (2008). Teacher turnover: Examining exit attrition, teaching area transfer, and school migration. Exceptional Children, 75(1), 7-31.
Boone, H. & Boone, D. (2007). Problems faced by high school agricultural education teachers. Journal of Agricultural Education, 48(2), 36-45.
Brown, K. (2001). Mentoring and the retention of newly qualified language teachers. Cambridge Journal of Education, 31(1), 69-88.
Charnock, B. & Kiley, M. (1995). Concerns and preferred assistance strategies of beginning middle and high school teachers. San Francisco, California: Paper presented at the annual meeting of the American Educational Research Association. (ERIC Document Reproduction Service No. ED 390 855).
Chen, P., Gonyea, R., & Kuh, G. (2008). Learning at a distance: Engaged or not?. Innovate: Journal of Online Education, 4(3).
Cook, J. (2009). Coming into my own as a teacher: Identity, disequilibrium, and the first year of teaching. New Educator, 5(4), 274-292.
Cuddapah, J. & Clayton, C. (2011). Using Wenger's communities of practice to explore a new teacher cohort. Journal of Teacher Education, 62(1), 62-75.
Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do. Educational Leadership, 60(8), 6-13.
D'Aniello, S. (2004). Using technology to provide new teacher support: A university/district collaborative project. Journal of Special Education Technology, 19(3), 50-54.
Donavant, B. (2009). The new, modern practice of adult education: Online instruction in a continuing professional education setting. Adult Education Quarterly, 59(3), 227-245.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
Feist, L. (2003). Removing barriers to professional development. T.H.E. Journal, 30(11), 30-36.
Gareis, C. & Nussbaum-Beach, S. (2007). Electronically mentoring to develop accomplished professional teachers. Journal of Personnel Evaluation in Education, 20(3-4), 227-246.
Gaytan, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies. American Journal of Distance Education, 21(3), 117-132.
Herrington, A., Herrington, J., Kervin, L., & Ferry, B. (2006). The design of an online community of practice for beginning teachers. Contemporary Issues in Technology & Teacher Education, 6(1), 120-132.
Indiana Department of Education (2012). IMAP assessment information for year two teachers. Retrieved 18 July 2012 from http://www.doe.in.gov/student-services/licensing/imap- responsibilities-building-level-administrators-principals-directors
Ingersoll, R. M. (2006). Understanding supply and demand among mathematics and science teachers. In J. Rhoton & P. Shane (Eds.), Teaching science in the 21st century (pp. 197-21 1). Arlington, VA; NSTA Press.
Ingersoll, R. & Kralik, J. (2004). The impact of mentoring on teacher retention: What the research says. Denver, CO: Education Commission of the States. Available at http://www.ecs.org/ clearinghouse/50/36/5036.htm
Ingersoll, R. & Smith, T. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88(638), 28–40.
Kagan, D. M. (1992, Summer). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129-169.
Kelehear, Z. (2002). Tell me what went well with your lesson, Sam. Journal of Staff Development, 23(4), 33-36.
Keown, P. (2009). The tale of two virtual teacher professional development modules. International Research in Geographical and Environmental Education, 18(4), 295-303.
King, K. P. (2002). Identifying success in online teacher education and professional development. Internet & Higher Education, 5(3), 231-246.
Le Cornu, R. (2005). Peer mentoring: Engaging pre-service teachers in mentoring one another. Mentoring & Tutoring: Partnership in Learning, 13(3), 355-366.
Lloyd, S. R., Wood, T. A., & Moreno, G. (2000). What's a mentor to do?. Teaching Exceptional Children, 33(1). p. 38-42.
Luke, R., Solomon, P., Baptiste, S., Hall, P., Orchard, C., Rukholm, E., et al. (2009). Online interprofessional health sciences education: From theory to practice. Journal of Continuing Education in the Health Professions, 29(3), 161-167.
Maor, D. & Volet, S. (2007). Engagement in professional online learning: A situative analysis of media professionals who did not make it. International Journal on E-Learning, 6(1), 95.
McCann, T. & Johannessen, L. (2004). Why do new teachers cry?. Clearing House, 77(4), 138.
Melnick, S. & Meister, D. (2008). A comparison of beginning and experienced teachers' concerns. Educational Research Quarterly, 31(3), 39-56.
MetLife Foundation. (2007, December). Teacher shortages: A policy brief exploring important issues raised by the "2006 MetLife survey of the American teacher: Expectations and experiences." (Policy Brief). Washington, DC: Committee for Economic Development.
Muilenburg, L. & Berge, Z. L. (2001). Barriers to distance education: A factor-analytic study. American Journal of Distance Education, 15(2), 7-22.
Nielson, D., Barry, A., & Addison, A. (2006). A model of a new-teacher induction program and teacher perceptions of beneficial components. Action in Teacher Education, 28(4), 14-24.
Overbay, A., Patterson, A. & Grable, L. (2009). On the outs: Learning styles, resistance to change, and teacher retention. Contemporary Issues in Technology and Teacher Education, 9(3), 356-370.
Owusu-Ansah, A., Neill, P., & Haralson, M. K. (2011). Distance education technology: Higher education barriers during the first decade of the Twenty-First Century. Online Journal of Distance Learning Administration, 14(2).
Peña, C. M. & Almaguer, I. (2007). Asking the right questions: Online mentoring of student teachers. International Journal of Instructional Media, 34(1), 105-113.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1-6.
Reich, J., Levinson, M. & Johnston, W. (2011). Using online social networks to foster preservice teachers’ membership in a networked community of praxis. Contemporary Issues in Technology and Teacher Education, 11(4), 382-397.
Rock, M. L., Gregg, M., Howard, P. W., Ploessl, D. M., Maughn, S., Gable, R. A., Zigmond, N P. (2009). See me, hear me, coach me. Journal of Staff Development, (30)3, 24-6, 28-31.
Romano, M. & Schwartz, J. (2005). Exploring technology as a tool for eliciting and encouraging
beginning teacher reflection. Contemporary Issues in Technology and Teacher, 5(2), 149- 168.
Smith, P. L. & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wiley & Sons.
Smith, S. J. & Israel, M. (2010). E-mentoring: Enhancing special education teacher induction. Journal of Special Education Leadership, 23(1), 30-40.
Stone, D., Barber, C., & Potter, L. (2005, December 2). Public health training online: The National Center for Suicide Prevention training. American Journal of Preventive Medicine, 2(29). 247-251.
Tanes, Z., Arnold, K., King, A., & Remnet, M. (2011). Using Signals for appropriate feedback: Perceptions and practices. Computers & Education, 57(4), 2414-2422.
Taranto, G. (2011). New-teacher induction 2.0. Journal of Digital Learning in Teacher Education, 28(1), 4-15.
There's a hole in state standards and new teachers like me are falling through. (2008). Education Digest: Essential Readings Condensed for Quick Review, 74(2), 22-24.
Truscott, D. M. & Truscott S. D. (2005). Differing circumstances, shared challenges: Finding common ground between urban and rural schools. Phi Delta Kappan, 87(2), 123-130.
U.S. Department of Education. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Office of Planning, Evaluation, and Policy Development, Policy and Program Studies Service. Retrieved 20 November 2010 from http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Veenman, S. (1984, Summer). Perceived problems of beginning teachers. Review of Educational Research, 54 (2), 143-178.
Wiebke, K. & Bardin, J. (2009). New teacher support. Journal of Staff Development, 30(1), 34-36, 38.
Wynn, S., Carboni, L., & Patall, E. (2007). Beginning teachers' perceptions of mentoring, climate, and leadership: Promoting retention through a learning communities perspective. Leadership and Policy in Schools, 6(3), 209-229.
Wong, H. K. (2002). Induction: The best form of professional development. Educational Leadership, 59(6), 52-54.
Wong, H. (2004). Induction programs that keep new teachers teaching and improving. NASSP Bulletin, 88, 41-58.
Zhang, D. (2005). Interactive multimedia-based e-learning: A study of effectiveness. American Journal of Distance Education, 19(3), 149-162.
Zirkle, C., Norris, C., & Winegardner, A. (2006). Distance education programming barriers in business education teacher preparation programs in the United States. Career & Technical Education Research, 31(2), 101-118.
Zuidema, L. (2012). Making space for informal inquiry: Inquiry as stance in an online induction network. Journal of Teacher Education, 63(2), 132-146.

Citation

Koehler, A. A., & Kim, M. C. (2012). Improving Beginning Teacher Induction Programs through Distance Education. Contemporary Educational Technology, 3(3), 212-233. https://doi.org/10.30935/cedtech/6079

Koehler, A. A., and Kim, M. C. (2012). Improving Beginning Teacher Induction Programs through Distance Education. Contemporary Educational Technology, 3(3), pp. 212-233. https://doi.org/10.30935/cedtech/6079

Koehler AA, Kim MC. Improving Beginning Teacher Induction Programs through Distance Education. CONT ED TECHNOLOGY. 2012;3(3), 212-233. https://doi.org/10.30935/cedtech/6079

Koehler, Adrie A., and Minchi C. Kim. "Improving Beginning Teacher Induction Programs through Distance Education". Contemporary Educational Technology 2012 3 no. 3 (2012): 212-233. https://doi.org/10.30935/cedtech/6079

Koehler, Adrie A. et al. "Improving Beginning Teacher Induction Programs through Distance Education". Contemporary Educational Technology, vol. 3, no. 3, 2012, pp. 212-233. https://doi.org/10.30935/cedtech/6079

Koehler AA, Kim MC. Improving Beginning Teacher Induction Programs through Distance Education. CONT ED TECHNOLOGY. 2012;3(3):212-33. https://doi.org/10.30935/cedtech/6079