Date

Spring 2015

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Teacher induction programs are meant to provide beginning teachers with support and guidance during their first couple of years within the profession. In this study, novice teachers were asked to analyze different components of the two year induction program they were enrolled in. Through the use of a Likert-scale survey and personal interview, key findings from participant responses were: 1) Mentors are an effective component of the induction program; 2) professional development courses help beginning teachers increase pedagogical strategies; 3) the modules assigned within the induction program are ineffective because there is minimal transfer of knowledge into the classroom. The data revealed that only the components that helped support beginning teachers in increasing their pedagogical skills and improved their teaching practices were considered effective.

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