Description
The pathway for entering the K-12 classroom as a teacher varies compared to what was once the traditional model of teacher preparation. In this mixed-methods action research study, I explore supporting first year alternatively certified urban and rural intern teachers through a multicomponent distance induction program. The induction model in this study was based on the theoretical framework of Bandura's social learning theory and Wenger's communities of practice. The purpose of this study was to identify the extent in which a multicomponent distance learning induction program impacts first year intern teachers' sense of self-efficacy, understand their successes, their challenges, and to identify how intern teacher evaluations change. Quantitative data included results from a self-efficacy survey and the Student Teaching Assessment Instrument (STAI). Qualitative data was collected through intern teachers' blogs, cadre leader video narratives, and cadre leader STAI narrative responses. Six themes emerged including topics such as building relationships with other education professionals, receiving feedback from the cadre leader, identifying struggles and application of college coursework into the K-12 classroom. Key findings reveal interns are least efficacious in student engagement, relationships with other educators support an intern teacher emotionally and pedagogically, intern teachers struggle with work-life balance, and cadre leaders observed intern teachers as having improved their skills in student engagement, instructional practices, and classroom management. Implications to practice include a structured approach to introducing student engagement, creating a best practices library of video examples, and a pre-orientation (Super Saturday) of topics prior to stepping into the classroom with students.
Details
Title
- Supporting first year alternatively certified urban and rural intern teachers through a multicomponent distance induction program
Contributors
- Gresko, Jennifer A (Author)
- Wetzel, Keith (Thesis advisor)
- Ewbank, Ann (Thesis advisor)
- Catalano, Ruth (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2013
Subjects
- Teacher Education
- Education
- alternative certification
- Distance education
- Induction
- Technology
- Teacher orientation--Evaluation.
- Teacher orientation
- First year teachers--In-service training.
- First year teachers
- Interns (Education)--In-service training.
- Interns (Education)
- Distance education--Psychological aspects.
- Distance education
Resource Type
Collections this item is in
Note
- thesisPartial requirement for: Ed. D., Arizona State University, 2013
- bibliographyIncludes bibliographical references (p. 152-158)
- Field of study: Leadership and innovation
Citation and reuse
Statement of Responsibility
by Jennifer A. Gresko