Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 19 Sayı: 81, 57 - 78, 31.05.2019

Öz

Kaynakça

  • Almeida, M. (2014). Développement professionnel des enseignants de l'enseignement supérieur: la transition entre les profils d'orientation pédagogique. La Recherche en Éducation, (14), 42-78.
  • Angelle, P.S. (2002). Mentoring the beginning teacher: Providing assistance in differentially effective middle schools. The High School Journal, 86, 15-27.
  • Ärlestig, H. (2008). Communication between principals and teachers in successful schools. (Doctoral dissertation). Umeå/Sweden: FSC, Umeå University. Retrieved from www.diva-portal.org/smash/get/diva2:142460/fulltext03
  • Ärlestig, H., Day, C., & Johansson, O. (2016). A decade of research on school principals: Cases from 24 countries. Cham: Springer.
  • Avalos, B. (2016). Learning from Research on Beginning Teachers. In J. Loughran & L. Hamilton (Eds.), International handbook of teacher education, I, 487-522. Singapore: Springer. DOI: 10.1007/978-981-10-0366-0_13
  • Barber, M., & Mourshed, M. (2007). How the world’s best-performing schools come out on top. London: McKinsey.
  • Blase, J. R., & Blase, J. (2002). Teachers’ perceptions of principals’ instructional leadership and implications. Leadership and Policy in Schools, 1(3), 256-264.
  • Bubb, S. (2003) A newly qualified teacher’s manual. How to meet the induction standards. London: David Fulton.
  • Bubb, S., Earley, P., & Totterdell, M. (2005). Accountability and responsibility: 'Rogue' school leaders and the induction of new teachers in England. Oxford Review of Education, 31(2), 255-272.
  • Cherian, F., & Daniel, Y. (2008). Principal leadership in new teacher induction: Becoming agents of change. International Journal of Education Policy and Leadership, 3(2), 1-11.
  • Cochran-Smith, M. (2004). Stayers, leavers, lovers, and dreamers. Insight about teacher retention. Journal of Teacher Education, 55(5), 387-392.
  • Cochran-Smith, M. (2006). Policy, practice, and politics in teacher education. Thousand Oaks, CA: Corwin Press.
  • Cohen-Scali, V. (2003). The influence of family, social, and work socialization on the construction of the professional identity of young adults. Journal of Career Development, 29, 237-249. Retrieved from http://jcd.sagepub.com/cgi/content7refs/29/4/237.
  • Costa, E., & Almeida, M. (2016). Formação-ação e autoavaliação de escolas: um contributo para o desenvolvimento organizacional e profissional dos professores. Educação, Sociedade & Culturas, 47, 73-93.
  • Cruz, M.F. (2006). Desarrollo profesional docente. Granada: Grupo Editorial Universitário.
  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education Policy Analysis Archives, 57(3), 300-314.
  • Day, C. (2004) (Ed.). International handbook on the continuing professional development of teachers. Berkshire: McGraw-Hill.
  • Day, C., Sammons, P., Stobart, G., Kington A., & Gu, Q. (2007). Teachers matter: Connecting lives, work and effectiveness. Berkshire, UK: Open University Press - McGraw Hill Education.
  • Elmore, R. (2000). Building a new structure for school leadership. Washington, DC: The Albert Shanker Institute.
  • European Commission (2010). Commission Staff Working Document Developing coherent and system-wide induction programmes for beginning teachers: A handbook for policymakers. SEC (2010) 538 final.
  • European Commission (2012). Commission staff working document. Supporting the teaching professions for better learning outcomes. Strasbourg, 20.11.2012. SWD (2012) 374 final.
  • Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814–825.
  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
  • Flores, M.A. (2004). Os professores em início de carreira e o seu processo de mudança: influências e percursos. Revista Educação, 12 (2), 173-190.
  • Ghiglione, R., & Matalon, B. (1997). O inquérito: Teoria e prática. 3ª ed. Oeiras: Celta.
  • Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools Journal, 4, 1-20.
  • Harland, T., & Staniforth, D. (2006). Contrasting views of induction: The experiences of new academic staff and their heads of department. Active Learning in Higher Education, 7, 185. Retrieved from http://alh.sagepub.com/content/7/2/185.
  • Harju, V., & Niemi, H. (2016). Newly qualified teachers' needs of support for professional competences in four European countries. CEPS journal, 6(3), 77-100. Retrieved from http://www.dlib.si
  • Helsel DeWert, M., Babinsky, L. M., & Jones, B. D. (2003). Safe passages. Providing online support to beginning teachers. Journal of Teacher Education, 54(4), 311-320.
  • Horng, E., & Loeb, S. (2010). New Thinking about Instructional Leadership. Phi Delta Kappan, 92(3), 66-69.
  • Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30-33.
  • Iordandides, G., & Vryoni, M. (2013). School leaders and the induction of new teachers. International Studies in Educational Administration, 41(1), p75-88.
  • Jensen, B., Sandoval-Hernandez, S., & González, J. (2012). The experience of new teachers: results from TALIS 2008. Paris: OECD.
  • Jones, M. (2003). Reconciling personal and professional values and beliefs with the reality of teaching: findings from an evaluative study of ten newly qualified teachers during their year of induction. Teacher Development, 7(3), 385-402.
  • Kessels, C. C. (2010). The influence of induction programs on beginning teachers' well-being and professional development. ICLON, Leiden Netherlands: University Graduate School of Teaching.
  • Kutsyuruba, B., Godden, L., Covell, L., Matheson, I., & Walker, K. (2016). Understanding the Contextual Factors within Teacher Induction and Mentoring Programs an International Systematic Review of Research. Final Report. Canada: Faculty of Education - Queen's University & College of Education University of Saskatchewan.
  • Leithwood, K.A., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Seven strong claims about successful school leadership. Nottingham: National College of School Leadership.
  • Leithwood, K.A., & Riehl, C. (2003). What we know about successful school leadership. Philadelphia, PA: Laboratory for Student Success, Temple University.
  • Leithwood, K.A., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: A review of research for the learning from leadership project. New York: The Wallace Foundation.
  • Marcelo, C. (2009). Políticas de inserción a la docencia: de eslabón perdido a puente para el desarrollo profesional docente. In C. Marcelo (Ed.), El profesorado principiante. Inserción a la docencia (pp. 7-57). Barcelona: Octaedro.
  • Marcelo, C., Burgos, D., Murillo, P., López, A., Gallego-Domínguez, C., Mayor, C., Herrera, B., & Jáspez, J. F. (2016). La inducción del profesorado principiante en la República Dominicana. El programa INDUCTIO. Revista Ibero-americana de Educação, (71)2, 145-168.
  • Molner Kelley, L. (2004). Why induction matters. Journal of Teacher Education, 55(5), 438-448.
  • Niemi, H. (2012). Relationships of teachers’ professional competences, active learning and research studies in teacher education in Finland. Reflecting Education, 8(2), 23-44.
  • Niemi, H., Nevgi, A., & Aksit, F. (2016). Active learning promoting student teachers’ professional competences in Finland and Turkey. European Journal of Teacher Education, 39(4), 471-490, DOI: 10.1080/02619768.2016.1212835.
  • OECD (2005). Attracting, developing and retaining effective teachers - final report: Teachers matter. Paris: OECD Publications.
  • Rippon, J., & Martin, M. (2006). Call me teacher: The quest of new teachers. Teachers and Teaching: Theory and Practice, 12(3), 305-324.
  • Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Variable definitions, data, and programs for ‘teachers, students, and academic achievement’. Econometrica Supplementary Material, 73(2).
  • Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.
  • Schleicher, A. (2012). (Ed). Preparing teachers and developing school leaders for the 21st century: lessons from around the world. Paris: OECD. Retrieved from https://www.oecd.org/site/eduistp2012/49850576.pdf
  • Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.
  • Smithers, A., & Robinson, P. (2003). Factors affecting teachers’ decisions to leave the profession. Nottingham, UK: DfES.
  • Stoel, C. F., & Thant, T.-S. (2002). Teachers’ professional lives - A view from nine industrialized countries. Washington, DC: Milken Family Foundation.
  • Sunde, E., & Ulvik, M. (2014). School leaders' views on mentoring and newly qualified teachers' needs. Education Inquiry, 5, 285-299.
  • Timperley, H.S. (2005). Distributed leadership: Developing theory from practice. Journal of Curriculum Studies, 37(6), 395-420.
  • Wahlstrom, K. L., & Seashore Louis, K. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly, 44(4), 458-495.
  • Wischkaemper, K. A. (2005). A comparative case study of the principal’s role in new teacher induction. (Doctoral Dissertation in educational leadership). Graduate Faculty of Texas Tech University.
  • Zabalza, M. (2004). La enseñaza universitária. El escenario e sus protagonistas. Madrid: Narcea.

School Leaders’ Insights Regarding Beginning Teachers’ Induction in Belgium, Finland and Portugal

Yıl 2019, Cilt: 19 Sayı: 81, 57 - 78, 31.05.2019

Öz

Purpose: Although
new teachers’
induction is a key issue of principals’ work, there’s
still little research on this.
Occurring within the frame of a EU project, the goal of the study was to perceive
the main needs of principals to support beginning teachers in
Belgium (Flanders), Finland and
Portugal
.




Research
m
ethod:
It built on a questionnaire applied to 1654
principals in three countries
. 261 principals replied to the questionnaire. Descriptive statistics and exploratory factor
analysis were used, and a comparative test involving the countries under
analysis was performed. 

Findings: The most relevant needs referred to
professional/organizational development and pedagogical leadership, comprising
implementation of supervisory devices and ICT integration in the classroom.
Principals stressed the need to support new teachers to promote differentiated
pedagogy, critical reflection and collaborative practices. Moreover, we found
significant differences between countries:
Belgians presented the highest
scores in all dimensions, followed by the Portuguese and the Finish,
respectively.



Conclusions: There’s a consensus on the
relevance of principals’ action as pedagogical leaders, with a great focus on
collaboration as a methodology of work among teachers, and reflection as an
opportunity for professional growth and learning. Traditionally, this issue
concerned only teachers. Currently, there seems to be a shift towards a
commitment of principals to become more directly involved in driving teachers’
practices and teaching processes. Nevertheless, this consensus is not total, as
they value differently, in breadth and depth, the other dimensions, which must
be analyzed in the light of the idiosyncrasies of each educational system.

Kaynakça

  • Almeida, M. (2014). Développement professionnel des enseignants de l'enseignement supérieur: la transition entre les profils d'orientation pédagogique. La Recherche en Éducation, (14), 42-78.
  • Angelle, P.S. (2002). Mentoring the beginning teacher: Providing assistance in differentially effective middle schools. The High School Journal, 86, 15-27.
  • Ärlestig, H. (2008). Communication between principals and teachers in successful schools. (Doctoral dissertation). Umeå/Sweden: FSC, Umeå University. Retrieved from www.diva-portal.org/smash/get/diva2:142460/fulltext03
  • Ärlestig, H., Day, C., & Johansson, O. (2016). A decade of research on school principals: Cases from 24 countries. Cham: Springer.
  • Avalos, B. (2016). Learning from Research on Beginning Teachers. In J. Loughran & L. Hamilton (Eds.), International handbook of teacher education, I, 487-522. Singapore: Springer. DOI: 10.1007/978-981-10-0366-0_13
  • Barber, M., & Mourshed, M. (2007). How the world’s best-performing schools come out on top. London: McKinsey.
  • Blase, J. R., & Blase, J. (2002). Teachers’ perceptions of principals’ instructional leadership and implications. Leadership and Policy in Schools, 1(3), 256-264.
  • Bubb, S. (2003) A newly qualified teacher’s manual. How to meet the induction standards. London: David Fulton.
  • Bubb, S., Earley, P., & Totterdell, M. (2005). Accountability and responsibility: 'Rogue' school leaders and the induction of new teachers in England. Oxford Review of Education, 31(2), 255-272.
  • Cherian, F., & Daniel, Y. (2008). Principal leadership in new teacher induction: Becoming agents of change. International Journal of Education Policy and Leadership, 3(2), 1-11.
  • Cochran-Smith, M. (2004). Stayers, leavers, lovers, and dreamers. Insight about teacher retention. Journal of Teacher Education, 55(5), 387-392.
  • Cochran-Smith, M. (2006). Policy, practice, and politics in teacher education. Thousand Oaks, CA: Corwin Press.
  • Cohen-Scali, V. (2003). The influence of family, social, and work socialization on the construction of the professional identity of young adults. Journal of Career Development, 29, 237-249. Retrieved from http://jcd.sagepub.com/cgi/content7refs/29/4/237.
  • Costa, E., & Almeida, M. (2016). Formação-ação e autoavaliação de escolas: um contributo para o desenvolvimento organizacional e profissional dos professores. Educação, Sociedade & Culturas, 47, 73-93.
  • Cruz, M.F. (2006). Desarrollo profesional docente. Granada: Grupo Editorial Universitário.
  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education Policy Analysis Archives, 57(3), 300-314.
  • Day, C. (2004) (Ed.). International handbook on the continuing professional development of teachers. Berkshire: McGraw-Hill.
  • Day, C., Sammons, P., Stobart, G., Kington A., & Gu, Q. (2007). Teachers matter: Connecting lives, work and effectiveness. Berkshire, UK: Open University Press - McGraw Hill Education.
  • Elmore, R. (2000). Building a new structure for school leadership. Washington, DC: The Albert Shanker Institute.
  • European Commission (2010). Commission Staff Working Document Developing coherent and system-wide induction programmes for beginning teachers: A handbook for policymakers. SEC (2010) 538 final.
  • European Commission (2012). Commission staff working document. Supporting the teaching professions for better learning outcomes. Strasbourg, 20.11.2012. SWD (2012) 374 final.
  • Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814–825.
  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
  • Flores, M.A. (2004). Os professores em início de carreira e o seu processo de mudança: influências e percursos. Revista Educação, 12 (2), 173-190.
  • Ghiglione, R., & Matalon, B. (1997). O inquérito: Teoria e prática. 3ª ed. Oeiras: Celta.
  • Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools Journal, 4, 1-20.
  • Harland, T., & Staniforth, D. (2006). Contrasting views of induction: The experiences of new academic staff and their heads of department. Active Learning in Higher Education, 7, 185. Retrieved from http://alh.sagepub.com/content/7/2/185.
  • Harju, V., & Niemi, H. (2016). Newly qualified teachers' needs of support for professional competences in four European countries. CEPS journal, 6(3), 77-100. Retrieved from http://www.dlib.si
  • Helsel DeWert, M., Babinsky, L. M., & Jones, B. D. (2003). Safe passages. Providing online support to beginning teachers. Journal of Teacher Education, 54(4), 311-320.
  • Horng, E., & Loeb, S. (2010). New Thinking about Instructional Leadership. Phi Delta Kappan, 92(3), 66-69.
  • Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30-33.
  • Iordandides, G., & Vryoni, M. (2013). School leaders and the induction of new teachers. International Studies in Educational Administration, 41(1), p75-88.
  • Jensen, B., Sandoval-Hernandez, S., & González, J. (2012). The experience of new teachers: results from TALIS 2008. Paris: OECD.
  • Jones, M. (2003). Reconciling personal and professional values and beliefs with the reality of teaching: findings from an evaluative study of ten newly qualified teachers during their year of induction. Teacher Development, 7(3), 385-402.
  • Kessels, C. C. (2010). The influence of induction programs on beginning teachers' well-being and professional development. ICLON, Leiden Netherlands: University Graduate School of Teaching.
  • Kutsyuruba, B., Godden, L., Covell, L., Matheson, I., & Walker, K. (2016). Understanding the Contextual Factors within Teacher Induction and Mentoring Programs an International Systematic Review of Research. Final Report. Canada: Faculty of Education - Queen's University & College of Education University of Saskatchewan.
  • Leithwood, K.A., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Seven strong claims about successful school leadership. Nottingham: National College of School Leadership.
  • Leithwood, K.A., & Riehl, C. (2003). What we know about successful school leadership. Philadelphia, PA: Laboratory for Student Success, Temple University.
  • Leithwood, K.A., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: A review of research for the learning from leadership project. New York: The Wallace Foundation.
  • Marcelo, C. (2009). Políticas de inserción a la docencia: de eslabón perdido a puente para el desarrollo profesional docente. In C. Marcelo (Ed.), El profesorado principiante. Inserción a la docencia (pp. 7-57). Barcelona: Octaedro.
  • Marcelo, C., Burgos, D., Murillo, P., López, A., Gallego-Domínguez, C., Mayor, C., Herrera, B., & Jáspez, J. F. (2016). La inducción del profesorado principiante en la República Dominicana. El programa INDUCTIO. Revista Ibero-americana de Educação, (71)2, 145-168.
  • Molner Kelley, L. (2004). Why induction matters. Journal of Teacher Education, 55(5), 438-448.
  • Niemi, H. (2012). Relationships of teachers’ professional competences, active learning and research studies in teacher education in Finland. Reflecting Education, 8(2), 23-44.
  • Niemi, H., Nevgi, A., & Aksit, F. (2016). Active learning promoting student teachers’ professional competences in Finland and Turkey. European Journal of Teacher Education, 39(4), 471-490, DOI: 10.1080/02619768.2016.1212835.
  • OECD (2005). Attracting, developing and retaining effective teachers - final report: Teachers matter. Paris: OECD Publications.
  • Rippon, J., & Martin, M. (2006). Call me teacher: The quest of new teachers. Teachers and Teaching: Theory and Practice, 12(3), 305-324.
  • Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Variable definitions, data, and programs for ‘teachers, students, and academic achievement’. Econometrica Supplementary Material, 73(2).
  • Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.
  • Schleicher, A. (2012). (Ed). Preparing teachers and developing school leaders for the 21st century: lessons from around the world. Paris: OECD. Retrieved from https://www.oecd.org/site/eduistp2012/49850576.pdf
  • Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.
  • Smithers, A., & Robinson, P. (2003). Factors affecting teachers’ decisions to leave the profession. Nottingham, UK: DfES.
  • Stoel, C. F., & Thant, T.-S. (2002). Teachers’ professional lives - A view from nine industrialized countries. Washington, DC: Milken Family Foundation.
  • Sunde, E., & Ulvik, M. (2014). School leaders' views on mentoring and newly qualified teachers' needs. Education Inquiry, 5, 285-299.
  • Timperley, H.S. (2005). Distributed leadership: Developing theory from practice. Journal of Curriculum Studies, 37(6), 395-420.
  • Wahlstrom, K. L., & Seashore Louis, K. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly, 44(4), 458-495.
  • Wischkaemper, K. A. (2005). A comparative case study of the principal’s role in new teacher induction. (Doctoral Dissertation in educational leadership). Graduate Faculty of Texas Tech University.
  • Zabalza, M. (2004). La enseñaza universitária. El escenario e sus protagonistas. Madrid: Narcea.
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Estela Costa Bu kişi benim

Marta Almeıda Bu kişi benim

Ana Sofia Pınho Bu kişi benim

Joana Pıpa Bu kişi benim

Yayımlanma Tarihi 31 Mayıs 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 19 Sayı: 81

Kaynak Göster

APA Costa, E., Almeıda, M., Pınho, A. S., Pıpa, J. (2019). School Leaders’ Insights Regarding Beginning Teachers’ Induction in Belgium, Finland and Portugal. Eurasian Journal of Educational Research, 19(81), 57-78.
AMA Costa E, Almeıda M, Pınho AS, Pıpa J. School Leaders’ Insights Regarding Beginning Teachers’ Induction in Belgium, Finland and Portugal. Eurasian Journal of Educational Research. Mayıs 2019;19(81):57-78.
Chicago Costa, Estela, Marta Almeıda, Ana Sofia Pınho, ve Joana Pıpa. “School Leaders’ Insights Regarding Beginning Teachers’ Induction in Belgium, Finland and Portugal”. Eurasian Journal of Educational Research 19, sy. 81 (Mayıs 2019): 57-78.
EndNote Costa E, Almeıda M, Pınho AS, Pıpa J (01 Mayıs 2019) School Leaders’ Insights Regarding Beginning Teachers’ Induction in Belgium, Finland and Portugal. Eurasian Journal of Educational Research 19 81 57–78.
IEEE E. Costa, M. Almeıda, A. S. Pınho, ve J. Pıpa, “School Leaders’ Insights Regarding Beginning Teachers’ Induction in Belgium, Finland and Portugal”, Eurasian Journal of Educational Research, c. 19, sy. 81, ss. 57–78, 2019.
ISNAD Costa, Estela vd. “School Leaders’ Insights Regarding Beginning Teachers’ Induction in Belgium, Finland and Portugal”. Eurasian Journal of Educational Research 19/81 (Mayıs 2019), 57-78.
JAMA Costa E, Almeıda M, Pınho AS, Pıpa J. School Leaders’ Insights Regarding Beginning Teachers’ Induction in Belgium, Finland and Portugal. Eurasian Journal of Educational Research. 2019;19:57–78.
MLA Costa, Estela vd. “School Leaders’ Insights Regarding Beginning Teachers’ Induction in Belgium, Finland and Portugal”. Eurasian Journal of Educational Research, c. 19, sy. 81, 2019, ss. 57-78.
Vancouver Costa E, Almeıda M, Pınho AS, Pıpa J. School Leaders’ Insights Regarding Beginning Teachers’ Induction in Belgium, Finland and Portugal. Eurasian Journal of Educational Research. 2019;19(81):57-78.