A Qualitative Analysis of the Impact of Induction Assistance on First-Year Physical Educators

Napper-Owen, Gloria E.; Phillips, D. Allen
April 1995
Journal of Teaching in Physical Education;Apr1995, Vol. 14 Issue 3, p305
Academic Journal
The purpose of this study was to provide induction assistance to beginning physical education teachers and to investigate the impact of the assistance on the teachers. Two beginning physical educators who were employed at an elementary and a middle school participated in this study. The data were collected by weekly observations, videotape analysis, interviews, and field notes. A case narrative was compiled for each participant according to the emergent themes in each teacher's case. The results indicated that continued supervision had a positive impact on first-year teachers. The visitations offered the opportunity to receive regular feedback and support so that the teachers began to plan age-appropriate activities, became more efficient managers in the classroom, and increased their instructional feedback. The induction assistance encouraged accountability to the knowledge attained in the teacher preparation program, in addition to making the teachers more reflective and analytical about their teaching.


Related Articles

  • Surviving the first year of teaching: Lessons from New Zealand. Jarchow, Elaine // Journal of Instructional Psychology;Sep91, Vol. 18 Issue 3, p211 

    Focuses on the assistance given by mentor tutor teachers to first year or novice teachers in New Zealand. Careful selection of primary teachers; Funding for the hiring of first year teachers; Demonstration of teaching techniques; Roles of the tutor teacher and the school principal; Job stress...

  • BTSA models for support provision. Meckel, Adrienne; Rolland, Lois // Thrust for Educational Leadership;Jan/Feb2000, Vol. 29 Issue 3, p18 

    Focuses on the benefits provided by the Beginning Teacher Support and Assessment Program initiated by California for newly-hired teachers. Models used in the program; Support for teachers.

  • 'Snoopervisors,' Critics, and Mentors: the Plight of Beginning Teachers. Woodring, Paul // Education Week;8/29/1984, Vol. 3 Issue 41/42, p13 

    The article illustrates the situation of beginning teachers whose performance are objectively supervised. Several inherent problems with supervisors are identified. One is the alteration of the mutual understanding that has been developed in a successful classroom. Also, many teachers stand in...

  • Giving and getting feedback in real time. Bambrick-Santoyo, Paul // Phi Delta Kappan;Dec2013/Jan2014, Vol. 95 Issue 4, p72 

    The author discusses his support for offering real-time feedback to first-year teachers, suggesting that such an immediate evaluation allows for reality to more closely mirror training and modeling. Information is provided on a noninvasive feedback method for principals that includes...

  • The Supervisor's Part in EDUCATING THE NEW TEACHER.  // Educational Leadership;Nov1966, Vol. 24 Issue 2, p147 

    Noting that “. . . the new teacher is treated almost the same as the experienced teacher—except for salary and tenure,” the associate secretary of TEPS proposes that the beginning teacher “should not assume the full responsibilities of a regular teacher . . . until he...

  • Developing the fundamentals. Gocke, Stephen J.; Trentham, Denise // Leadership;Jan/Feb2001, Vol. 30 Issue 3, p26 

    Focuses on the multi-level teacher training support system developed by the Lancaster School District in California for teachers lacking in experience or credentials. Percentage of teachers on emergency credentials or subject-area waivers in California public schools; Pre-intern and intern...

  • What Can be Done to Support Early Career Teachers? Greiman, Brad // Agricultural Education Magazine;May/Jun2010, Vol. 82 Issue 6, p4 

    In this article the author discusses the challenges and attitudinal changes of beginning teachers in California. He is critical on the importance of mentor-protégé relationship with the induction program which includes providing professional assistance and psychosocial assistance to the...

  • The Odds Are on BET. Fischle, Mildred J.; Cooperman, Bryna R. // Educational Leadership;Feb1973, Vol. 30 Issue 5, p437 

    The article focuses on Beginning and Experienced Teachers (BET), an in-service program for inner city teachers in the United States. The program has the basic assumption that beginning teachers in inner city schools need support during the first and most difficult year. BET provides awareness to...

  • The Challenges of Supporting New Teachers. Scherer, Marge // Educational Leadership;May2012, Vol. 69 Issue 8, p18 

    An interview is presented with Stanford University professor of Education Linda Darling-Hammond on the topic of supporting and training new teachers to make them more effective. She discusses teachers' professional development, mentoring and peer assistance, and orientation programs. She...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics