The induction phase as a critical transition for newly qualified teachers

Transitions and Transformations in Learning and Education

Volumn , Issue , 2012, Pages 169-185

  Jokinen, Hannu ^a   Heikkinen, Hannu L T ^a   Morberg, Åsa ^b  

^a UNIVERSITY OF JYVÄSKYLÄ   (Finland)

^b UNIVERSITY OF GÄVLE   (Sweden)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84920286708     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-94-007-2312-2_11     Document Type: Chapter

References (51)

1. Barrera, A., Braley, R. T., & Slate, J. R. (2010). Beginning teacher success: An investigation into the feedback from mentors of formal mentoring programs. Mentoring & Tutoring: Partnership in Learning, 18(1), 61-74.
2. Bey, T. (1995). Transferable transactions among teachers. Education and Urban Society, 28(81), 11-19.
3. Bickmore, D. L., & Bickmore, S. T. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education, 26, 1006-1014.
4. Blair-Larsen, S. (1992). A collaborative model for teacher induction. Education, 113(1), 25-31.
5. Britton, E., Pine, L., Pimm, D., & Raizen, S. (2003). Comprehensive teacher induction. Systems for early career learning. Boston: Kluwer Academic Publishers.
6. Crebert, G., Bates, M., Bell, B., Patrick, C.-J., & Cragnolini, V. (2004). Ivory tower to concrete jungle revisited. Journal of Education and Work, 17(1), 47-70.
7. Day, C. (1999). Developing teachers: The challenges oflifelong learning. London: Falmer Press.
8. Devos, A. (2010). New teachers, mentoring and the discursive formation of professional identity. Teaching and Teacher Education, 26, 1219-1223.
9. European Commission. (2007). Improving the quality ofteacher education: Communicationfrom the Commission to the Council and the European Parliament. COM (2007) 392 final. Brussels, Belgium: Commission of the European Communities.
10. Eurydice. (2002). The teaching profession in Europe: Profile, trends and concerns. Report 1. Initial training and transition to working life: General lower secondary education (Key topics in education in Europe, Vol. 3). Brussels, Belgium: Author.
11. Eurydice. (2004). The teaching profession in Europe: Profile, trends and concerns. Report 4. Keeping teaching attractive for the 21st century: General lower secondary education. Brussels, Belgium: Author.
12. Feiman-Nemser, S. (2001). Preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
13. Feiman-Nemser, S., Schwille, S., Carver, C., & Yusko, B. (1999). A conceptual review of literature on new teacher induction. Washington, DC: NPEAT.
14. Feltovich, P. J., Prietula, M. J., & Ericsson, K. A. (2006). Studies of expertise from psychological perspectives. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 41-67). Cambridge, NY: Cambridge University Press.
15. Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student teaching? Analyzing efficacy, burnout and support during the student-teaching semester. Teaching and Teacher Education, 23, 916-934.
16. Fransson, G., & Morberg, A. (Eds.). (2001). De forsta ljuva aren - larares forsta tid i yrket [The first charming years - newly qualified teachers’ first year within the teaching profession; in Swedish]. Lund, Sweden: Studentlitteratur.
17. Fulton, K., Yoon, I., & Lee, C. (2005). Induction into learning communities. Washington, DC: National Commission on Teaching and America’s Future.
18. Gold, Y. (1996). Beginning teachers support. Attrition, mentoring, and induction. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 548-594). New York: Macmillan.
19. Hargreaves, A., & Fullan, M. (2000). Mentoring in the new millennium. Theory into Practice, 39(1), 55-56.
20. Heikkinen, H. L. T., Jokinen, H., & Tynjala, P. (2008). Reconceptualising mentoring as a dialogue. In G. Fransson & C. Gustafsson (Eds.), Newly qualified teachers in Northern Europe. Comparative perspectives on promoting professional development (Research Publications No. 4, pp. 107-124). Gavle, Sweden: University of Gavle, Teacher Education.
21. Heikkinen, H. L. T., Jokinen, H., & Tynjala, P. (Eds.). (2012). Peer-group mentoring for teacher development. London: Routledge. Taylor & Francis Group. In press.
22. Hiltula, A., Isosomppi, L., Jokinen, H., & Oksakari, A. (2012). Individual and social meanings of mentoring. In H. L. T. Heikkinen, H. Jokinen, & P. Tynjala (Eds.), Peer-group mentoring for teacher development. London: Routledge. Taylor & Francis Group. In press.
23. Howe, E. R. (2006). Exemplary teacher induction: An international review. Educational Philosophy and Theory, 38(3), 287-297.
24. Jokinen, H., Morberg, A., Poom-Valickis, K., & Rohtma, V. (2008). Mentoring of newly qualified teachers in Estonia, Finland and Sweden. In G. Fransson & C. Gustafsson (Eds.), Newly qualified teachers in Northern Europe. Comparative perspectives on promoting professional development (Research Publications No. 4, pp. 76-106). Gavle, Sweden: University of Gavle, Teacher Education.
25. Jokinen, H., & Valijarvi, J. (2003, September). Induction in supporting novice teachers’ professional development. Paper presented at ECER Conference, Hamburg, Germany.
26. Jokinen, H., & Valijarvi, J. (2006). Making mentoring a tool for supporting teachers’ professional development. In R. Jakku-Sihvonen & H. Niemi (Eds.), Research-based teacher education in research in educational sciences (pp. 89-101). Helsinki, Finland: Finnish Educational Research Association.
27. Kajs, L. T. (2002). Framework for designing a mentoring program for novice teachers. Mentoring and Tutoring, 10(1), 57-69.
28. Knight, P. (2002). A systemic approach to professional development. Learning as practice. Teaching and Teacher Education, 18(3), 229-241.
29. Lieberman, A. (1996). Practices that support teacher development: Transforming conceptions of professional learning. In M. W. McLaughlin & I. Oberman (Eds.), Teacher learning: Newpoli-cies, new practices (pp. 591-596). New York: Teachers College Press.
30. Livanos, I. (2010). The relationship between higher education and labour market in Greece: The weakest link? Higher Education, 60, 473-489.
31. Marvel, J., Lyter, D. M., Peltola, P., Stirizek, G. A., & Morton, B. A. (2007). Teacher attrition and mobility: Results from the 2004-2005 teacher follow-up survey. Washington, DC: GPO.
32. Morberg, A. (2005). Med orat mot nyblivna lârare - lârarutbildningen i backspegeln [Listening to newly qualified teachers - Teacher education on the mirror; in Swedish]. Studies in Educational Policy and Educational Philosophy, 2, 1-21.
33. Moreau, M., & Leathwood, C. (2006). Graduates employment and the discourse of employability: A critical analysis. Journal of Education and Work, 19(4), 305-324.
34. Murtonen, M., Olkinuora, E., Tynjâlâ, P., & Lehtinen, E. (2008). “Do I need research skills in working life?”: University students’ motivation and difficulties in quantitative methods courses. Higher Education, 56(5), 599-612.
35. OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: Author.
36. Opetusministerio. (2007). Opettajankoulutus 2020 [Initial teacher education 2020; in Finnish]. Helsinki, Finland: Author.
37. Paulin, A. (2007). Forsta tiden i yrket - frân student till lârare [First time in the profession - from student to teacher; in Swedish]. En studie av de svârigheter nyblivna lârare moter under sin forsta tid i yrket (Studies in educational sciences No. 96). Stockholm, Sweden: HLS-forlag.
38. Postareff, L., Lindblom-Ylânne, S., & Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23, 557-571.
39. Postareff, L., Lindblom-Ylânne, S., & Nevgi, A. (2008). A follow-up study of the effect of pedagogical training on teaching in higher education. Higher Education, 56, 29-43.
40. Scheopner, A. J. (2010). Irreconcilable differences: Teacher attrition in public and catholic schools. Educational Research Review, 5(3), 261-277.
41. Stenstrom, M.-L. (2006). Polytechnic graduates working life skills and expertise. In P. Tynjâlâ, J. Vâlimaa, & G. Boulton-Lewis (Eds.), Higher education and working life: Collaborations, confrontations and challenges (pp. 89-102). Amsterdam: Elsevier.
42. Teicler, U. (2007). Does higher education matter? Lessons from a comparative graduate survey. European Journal of Education, 42(1), 11-34.
43. Tillman, L. C. (2003). Mentoring, reflection, and reciprocal journaling. Theory into Practice, 42(3), 226-233.
44. Tynjâlâ, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130-154.
45. Tynjâlâ, P., & Heikkinen, H. (2011). Beginning teachers’ transition from pre-service education to working life: Theoretical perspectives and best practices. Zeitschrift für Erziehungswissenschaft, 14(1), 11-13.
46. Tynjâlâ, P., Slotte, V., Nieminen, J., Lonka, K., & Olkinuora, E. (2006). From university to working life: Graduates’ workplace skills in practice. In P. Tynjâlâ, J. Vâlimaa, & G. Boulton-Lewis (Eds.), Higher education and working life: Collaborations, confrontations and challenges(pp. 73-88). Amsterdam: Elsevier.
47. Vâlijârvi, J. (Ed.). (2000). Koulu maailmassa - maailma koulussa: Opettajien, kuntatyonantajien ja yrityselâmân nâkemyksiâ yleissivistâvân opetuksen ja opettajankoulutuksen tulevaisuudesta [The school in the world - the world in the school: Visions of teachers, municipality authorities and business life from the future of general education and teacher education; in Finnish]. Opettajien perus- ja tâydennyskoulutuksen ennakointihankkeen (OPEPRO) selvitys No. 9 [Report 9 in the project for anticipating the needs of initial teacher education and in-service learning for teachers; in Finnish]. Helsinki, Finland: Finnish National Board of Education.
48. Wang, J., & Odell, S. J. (2002). Mentored learning to teach according to standard-based reform: A critical review. Review of Educational Research, 72(3), 481-546.
49. Wang, J., & Odell, S. (2007). An alternative conception of mentor/novice relationships: Learning to teach reform-minded teaching as a context. Teaching and Teacher Education, 23, 473-489.
50. Wang, J., Odell, S. J., & Schwille, S. A. (2008). Effects of teacher induction on beginning teachers’ teaching: A critical review the literature. Journal of Teacher Education, 59(2), 132-152.
51. Wei, R. C., Darling-Hammon, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. A status report on teacher development in the U.S. and abroad (Technical Report). Dallas, TX: National Staff Development Council.