Browsing by Subject "novice teachers"
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Item Mentors' perceptions of the effectiveness of the components and technological venues implemented in online teacher induction programs for novice teachers(Texas A&M University, 2007-04-25) Livengood, Kimberly K.This descriptive study provided a synthesis of the form, structure, activity and relationship components utilized by online teacher induction programs designed to support novice teachers. Mentors involved in online teacher induction programs responded to an online questionnaire. The perceptions of 51 mentors involved in 36 online teacher induction programs in 16 states and one country in addition to the United States were examined to determine the effectiveness of components incorporated. A synthesis of the technological venues utilized was provided through a statistical analysis of the mentors?????? responses. The mentors?????? perceptions of the effectiveness of incorporated technological venues were statistically examined. Additionally, their perceptions of professional development, emotional support, reflection, and formative observation components in relation to the program??????s characteristics were also examined through the analysis of their responses to the online questionnaire. Analysis of the mentors?????? perceptions appeared to indicate the effective implementation of professional development and emotional support components via technological venues to support novice teachers. The professional development component was perceived as effective regardless of the school districts?????? sizes, grade level taught or certification route of the novice teachers. To improve novice teachers?????? pedagogical knowledge, it is suggested that online teacher induction programs employ video streaming, videotapes, and websites to deliver the professional development component. Additionally, it appeared that mentors perceived electronic mail as most effective for providing emotional support. However, telephones, bulletin boards, video conferences, and chats were also effectively utilized to support novice teachers emotionally.Item The Role Mentoring Plays in a White Female Novice Teacher's Perceptions of Her Enculturation into a Culturally Diverse Campus(2012-07-16) Noble, Erica MichelleMany of America's schools are populated with diverse student populations, while the teaching population remains largely White. This creates dissonance for White teachers and students of color. Possibly mentoring can assist novice White teachers as they enculturate into the profession and their culturally diverse campuses. This qualitative research, conducted from an Interpretivism paradigm, used a case study of a White female novice teacher at a culturally diverse campus to understand the role mentoring played in a White female novice teacher's perceptions of her enculturation into a culturally diverse campus. Several methods of data collection were used, including 9 semi-structured interviews with the novice teacher, email dialogues, 3 days of shadowing, as well as two semi-structured interviews with the subject's principal and mentor. The data was analyzed using the constant comparative method. This White female novice teacher taught at a campus with a large Hispanic student population. She struggled to feel confident in her work and in her relationships with her mentor, her fellow teachers, her administrators, her students and their parents. She relied heavily on her faith and her fellow novice teacher and teammate. Her mentor visited her once a week. She liked her mentor, but never felt she received the assistance desired. She recognized she knew little about the Hispanic culture of her students; she was willing to learn more, but failed to see her own privileged membership in the dominant White culture and its effect on interactions with her students. The discussion of this study looks at the structuring of an effective mentoring program for novice teachers, and the new teacher?s frustrations with the mentoring received; her relationship struggles with her principal and other staff, but also some successes in forming friendly relationships; her desire to understand her Hispanic students and their culture, yet her inability to see her membership in the dominant culture, as well has her school and district's "color-blind" approach to race; and her perceptions of her enculturation into the profession of teaching. The conclusions of this study discuss mentoring new teachers, the role of principals in the induction of new teachers, cultural differences between teachers and students, and the influence of faith and character with a teacher and his/her teaching.