Tracking Relationships Between Novice Teachers' Learning and Teaching Performances During the Induction Phase in Israel

• In Event: Marriott Roundtable Session 26
  In Roundtable Session: Inducting Newly Hired Teachers: Views of Teacher Development and Program Design

Abstract

The proposed study aimed to expand the understanding of teacher learning by examining the relationship between learning and performances. Using both semi-structured interviews and in-class observations, we were able to identify performances that can be connected to their learning. We found evidence of possible relations between how novices described their learning processes, resources and adapted strategies and their in-class performances by means of teaching practices and teacher-students relations. Our study contributes to the literature on teacher learning by revealing how different forms of formal and informal support influence their actual teaching performance.

Authors

• Hiam Nasseraldeen, University of Haifa

• Lily Orland-Barak, University of Haifa

• Tsafrir Goldberg, University of Haifa