Exploring the Teacher Induction Model: Perspectives on Content, Pedagogy, and Classroom Management

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Newly Hired Teachers' Experiences During and Beyond COVID-19

Abstract

This study used a qualitative methodology to explore the educator induction model and its impact on beginning teachers. Specifically, the perspectives of eight educators with at least two years of teaching experience were examined. An 11-question, open-ended survey was the primary data collection method and was analyzed using thematic analysis. Guskey’s Model of Teacher Change guided the analysis and created a foundation for the discussion. The themes derived from the questionnaire were continuous professional development structure, pedagogical and classroom management development, development without context, and informal peer support. These themes highlighted not only a need for teacher induction, but an induction model that is holistic in nature, considering all aspects of the teaching role and the implications for success.

Authors

• Brian Williams, North Carolina A&T State University

• Nichole Lynnette Smith, North Carolina A&T State University