VIDEO-BASED REFLECTION OF BEGINNING TEACHERS: AN INDUCTION STRATEGY TO PROMOTE TEACHING EFFICACY

induction;efficacy;Entrepreneurial Leadership in Education

Gorham, Janene KRice, Eric P. ;

Johns Hopkins University

关键词: induction;    efficacy;    Entrepreneurial Leadership in Education;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/58645/GORHAM-DISSERTATION-2017.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

This study proposes and evaluates a video-based induction strategy comprised of reflective, analytical processes meant to support positive teaching efficacy of beginning teachers. The problem of inadequate induction is explored through a literature review that examines theconcept of teacher induction with a constructivist theoretical perspective focusing on the process of developing teaching proficiency. The problem of practice is examined through a needs assessment conducted in a school district to develop a contextual understanding. The findings from both the needs assessment and literature review pointed to a greater need to support teaching efficacy as a means to support teacher development and thus performance. The intervention treatment, video-based reflection of the teaching practice of the beginning teacher, is studied through a mixed methods approach using a qualitative post-treatment interview and the Teachers’ Sense of Efficacy scale (Tschannen-Moran & Woolfolk Hoy, 2001). Findings suggest a positive impact on the teachers’ sense of efficacy in instructional strategies and self-reported impacts in instructional practice, student engagement, confidence, and reflective practices.