Theorizing Teacher Induction Through Preservice Teachers' Expectations of the Principal's Role

• In Event: 44.084 - Roundtable Session 18
  In Roundtable Session: 44.084-3 - Beginning Teacher Induction

Abstract

This study examines pre-service teachers’ conceptualization of induction and the role of the principal in the induction process. The study was guided by the following question: what roles do secondary pre-service teachers expect of principals in the induction of novice teachers? Using grounded theory methodology, the researchers found that preservice teachers expect the enactment of two main roles of the school principal: school leader and instructional leader within a continuum from negative beliefs to positive preferences. Building on these findings, researchers developed the Simultaneous Principal Role Expectations teacher induction theory. This study broadened the teacher induction research related to the transition of pre-service teachers to the profession and how school principals are perceived to be a part of that transition.

Authors

• Matthew Nishimoto, University of Nevada, Las Vegas

• Shaoan Zhang, University of Nevada - Las Vegas

• Dana L. Bickmore, University of Nevada - Las Vegas

• Gene E. Hall, University of Nevada - Las Vegas