Beginning Teacher Induction: Increasing Personal Responsibility Through Reflection

• In Event: Different Dimensions of Being a Newly Hired Teacher

Abstract

Reflection is key to teachers taking responsibility for improving their practice to positively impact student learning. Beginning teachers have many responsibilities simultaneously, and they typically benefit from mentors’/coaches’ support via induction. This evaluative case study (Yin, 2017) explores how mentors/coaches support beginning teachers in developing reflective teaching practices, as well as which practices are most effective in supporting beginning teachers. Using Loughran’s (2002) definition of effective reflective practice, along with Larrivee’s (2008) tool for gauging progress toward becoming a reflective practitioner, researchers examined data from one mentor/coach and two beginning teachers across two school years. Findings suggest beginning teachers may grow as reflective practitioners when supported by mentors/coaches through induction. Implications include recommendations for induction programs and additional research.

Authors

• Julie Bell, University of Nebraska - Omaha

• Chris Wilcoxen, University of Nebraska - Omaha

• Amanda Steiner, University of Nebraska - Omaha