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2016 | 6 | 2 | 33-39

Article title

Novice Teachers’ Infusion into Pedagogical Activity at American Schools

Title variants

Languages of publication

EN

Abstracts

EN
The article deals with innovations used in the USA to assist novice teachers with adaptation to professional activity. It has been found out that the experience in implementing support programs for novice teachers and introducing the position of a mentor at schools is an extremely innovative system of novice teachers’ adaptation in the USA. The analysis of pedagogical scientific works proves that novice teachers participate in different support programs: they attend seminars and conferences; they are offered to apply optimal approaches to student learning, attend lessons conducted by highly qualified teachers and analyze such lessons; a mentor is appointed for each novice teacher for the period of 2-5 years who assists him/her with writing personal professional development plan, lesson planning, teaches how to solve complicated pedagogical problems, analyze and define strong and weak sides of pedagogical activity that should be improved. Various support programs for novice teachers, organization and content of the educational process are different in American states, districts and schools, assist with improving knowledge obtained at university and serve as an intermediate stage between study programs and professional development during the whole period of teaching. We consider the abovementioned achievements to be worth further investigation. Moreover, positive aspects of such experience can be effectively implemented into the practice of secondary and high schools in Ukraine.

Publisher

Year

Volume

6

Issue

2

Pages

33-39

Physical description

Dates

published
2016-06-01
online
2016-06-28

Contributors

  • Bohdan Khmelnytskyi Cherkasy National University, Ukraine Address: 81 Shevchenko Blvd., Cherkasy, 18031, Ukraine

References

  • 1. American Association of State Colleges and Universities. (2006). Teacher Induction Programs: Trends and Opportunities. Policy Matters, Volume 3, No 10, 4 p.
  • 2. Educational Testing Service (ETS). (2016). About the The Praxis SeriesR Tests. Retrieved 13.05.2016 from : http://www.ets.org/praxis/about.
  • 3. Hersh, S., Stroot, S., Snyder, M. (1992). Mentoring Entry Year Teacher: a Modal for Rural Communities. The Rural Educator, Volume 15, No 3, pp. 15-16.
  • 4. Ingersoll, R., Merrill, L. (2010). Who’s Teaching Our Children? Educational Leadership, No 67 (8), pp. 14-20.
  • 5. InSites “A Support Network for Educational Change”. (2010). Creating a Teacher Induction Program. Frisco, CO : InSites, 45 p.
  • 6. Johnson, S. (2003). Pursuing a Sense of Success: New Teachers Explain Their Career Decisions. American Educational Research Journal, No 40 (3), pp. 581-617.[Crossref]
  • 7. Mundt, J. (1992). The Induction Year - a Naturalistic Study of Beginning Secondary Teachers of Agriculture in Idaho. Journal of Agricultural Education, Volume 33, No 2, pp. 18-23.
  • 8. New Teacher Center. (2016). Effects of Mentoring on Teaching Practice. Retrieved 13.05.2016 from : http://www.newteachercenter.org/impact/practice.
  • 9. Odell, S. J., Ferraro, B. P. (1992). Teacher Mentoring and Teacher Retention. Journal of Teacher Education, No 43, pp. 56-57.[Crossref]
  • 10. TEAM: Teacher Education and Mentoring Program. (2016). About Us. Retrieved 13.05.2016 from : http://www.ctteam.org/?page_id=2.
  • 11. TEAM: Teacher Education and Mentoring Program. (2011). The Teacher Education and Mentoring (TEAM) Program Guidelines 2011-2012. Retrieved 13.05.2016 from : http://www.ctteam.org/wpcontent/uploads/2011/11/TEAM_GUIDEZINES_11-12.PDF.
  • 12. Андреева, Г. Б. (2000). Подготовка, адаптация и повышение квалификации сельских учителей [Training, Adaptation and Professional Advancement of Rural Teachers]. Thesis for PhD. Московский государственный открытый педагогический универстет, 154 p. (in Russian).
  • 13. Бондарук, Я. В. (2013). Організація навчального процесу в системі підвищення кваліфікації вчителів у США [Organization of the Educational Process in the System of Teacher Advanced Training in the USA]. Thesis for PhD. Черкаський національний університет ім. Б. Хмельницького, 209 p. (in Ukrainian).

Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.doi-10_1515_rpp-2016-0015
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