Beginning Teacher Induction Assistance: A Look at the Impact of Involvement beyond the First Year

in Journal of Teaching in Physical Education

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Gloria E. Napper-Owen University of New Mexico

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The purpose of this study was to examine the impact of induction assistance beyond the year of participation. Two second-year teachers mentored by the researcher in their first year of teaching participated. Changes in teacher process behaviors were analyzed, and emergent themes from the first year of teaching were examined to determine relevancy in the second year. The results indicated that both teachers spent more time in management during the second year observations than at the end of the first year of teaching to help achieve program outcomes for responsible movement. A shift in the amount of time in instructional behaviors indicated students were receiving more feedback while engaged in practice opportunities. The teachers indicated less difficulty in planning developmentally appropriate lessons and more confidence in their teaching. The beginning teachers felt more secure in their teaching abilities and engaged in new teaching strategies that enhanced their professional development.

Gloria E. Napper-Owen is with the Division of Physical Performance and Development at the University of New Mexico, Albuquerque, NM 87131-1251.

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