ORCID ID
https://orcid.org/0000-0002-0508-2936
Date Awarded
2022
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.)
Department
Education
Advisor
Christopher Gareis
Committee Member
Leslie Grant
Committee Member
Mark Diacopoulos
Abstract
Induction is a process in which teachers that are newly hired to a school district are provided an opportunity to learn about the needs, expectations, and obligations of their school, community, and students. A formal induction program is implemented through such experiences as assigning mentors for a newly hired teacher and requiring participation in pre-school professional development. Informal induction occurs outside of the structure and mandatory nature of the formal induction process and can include experiences such as speaking with colleagues or a new teacher finding a trusted companion in their building. The induction process is most often tailored for teachers who are beginning their careers in education rather than experienced teachers that are new to a school but not new to teaching. Newly hired experienced teachers--that is, experienced new teachers (ENTs)--provide a wealth of knowledge and professional experience with them to their new schools and classrooms. As ENTs move through their formal and informal induction processes, their needs are different from that of their inexperienced colleagues. Additionally, when ENTs move from classrooms outside of a state or geographic region to a new state, not only must they address the expectations of a new school but they must also acclimate to a new culture. ENTs progress through a process in which they know or learn about the expectations and policies in their new school, navigate existing expectations in their new school, negotiate or consider their past experiences in education with the demands of their new school, and finally contribute to the school culture and climate as a valued member of the faculty. This qualitative study seeks to understand what ENTs who moved to public high schools in Wisconsin from outside of the Midwest region valued and did not value during their new induction processes. Results may serve to improve formal and informal induction processes and outcomes for ENTs.
DOI
https://dx.doi.org/10.25774/w4-7v36-mp59
Rights
© The Author
Recommended Citation
Wilson, Joshua Wesley, "Know, Navigate, Negotiate, And Contribute: Exploring Experienced New Teachers' Perceptions Of Their Formal And Informal Induction And Transition Experiences" (2022). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1673281525.
https://dx.doi.org/10.25774/w4-7v36-mp59
