ARTICLE

NEWLY INDUCTED AND EXPERIENCED TEACHERS WORKING RELATIONSHIPS WHAT CAN THEY LEARN FROM EACH OTHER

  1. HOME
  2. ARTICLE

04 Pages : 23-30

http://dx.doi.org/10.31703/gsr.2021(VI-I).04      10.31703/gsr.2021(VI-I).04      Published : Mar 2021

Newly Inducted and Experienced Teachers' Working Relationships: What can they learn from each other?

Abstract

    Many teachers are recruited to meet the needs of the increased number of students in the schools. The nature of newly inducted and experienced teachers working relationships determine the academic environment of the school. The present study aims to interview newly inducted and experienced teachers to understand how both the teachers establish relationships and what they can learn from each other during their professional duties. Seven teacher participants from each of the newly inducted and experienced teachers were selected working in public and private sector schools of a large district in Pakistan. The participants were selected purposively, and the data collected through interviews were analyzed using the line-by-line approach for coding the data and formulating the themes and sub-themes. The themes reflected that newly inducted and experienced teachers had supportive relationships and learned from each other. The newly inducted teachers learned teaching strategies, classroom management, and knowledge about the school and students from the experienced teachers, and the experienced teachers learned how the teachers should be friendly with the students.

    Newly Inducted Teachers, Experienced Teachers, Work Relationship, Mutual Learning, School Teachers. Induction, Teacher Training

    (1) Syed Abdul Waheed
    Assistant Professor, Department of Educational Research & Assessment, University of Okara, Okara, Punjab, Pakistan.
    (2) Nadia Gilani
    Assistant Professor, Department of Teacher Education, University of Okara, Okara, Punjab, Pakistan.
    (3) Nazia Noor
    MPhil, Department of Education, University of Okara, Okara, Punjab, Pakistan.
Fulltext PDF

References

  • Allwright, R., Allwright, D., & Bailey, K. M. (2013). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge University Press.
  • Bosch, K. A., & Kersey, K. C. (2016). The first-year teacher: Teaching with confidence (K-8). National Education Association Professional Library Distribution Center, PO Box 2035, Annapolis Junction, MD 20701-2035.
  • Brücknerová, K., & Novotný, P. (2016). Intergenerational learning among teachers: overt and covert forms of continuing professional development. Professional development in education, 43(3), 397-415.
  • Carter, K. (2014). Teachers' knowledge and learning to teach. Handbook of research on teacher education, 2, 291-310.
  • Choy, S. P., Bobbitt, S. A., Henke, R. R., Medrich, E. R., Horn, L. J., & Lieberman, J. (2013). America's teachers: Profile of a profession. Washington, DC: US Department of Education.
  • Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications
  • Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
  • Darling-Hammond, L. (2007). Doing what matters most: Investing in quality teaching. National Commission on Teaching & America's Future, Kutztown Distribution Center, Kutztown.
  • Fideler, E. F., & Haselkorn, D. (2011). Learning the Ropes: Urban Teacher Induction Programs and Practices in the United States [and] Executive Summary. CE
  • Gilani, N., Waheed, S. A., & Shaheen, A. (2020). Making a debut in teaching: Uncovering prospective teachers' first-time teaching experiences in schools. Universal Journal of Educational Research, 8(11), 5443-5452. DOI: 10.13189/ujer.2020.081147.
  • Gold, Y. (2016). Beginning teacher support: Attrition, mentoring, and induction. Handbook of Research on Teacher Education, 2, 548-594Gordon, S. P., & Maxey, S. (2016). How to help beginning teachers succeed, (2nd ed.) Alexandria, VA: ASCD.
  • Halford, J. M. (2015). Easing the Way for Teachers. Educational Leadership, 55(5), 33-36.
  • Hassan, F., Waheed, S. A., Gilani, N. (2019). Teachers' perspectives on headteacher's mistreatment: Exploring the other side of the coin. Global Regional Review, 4(4), 350-359.
  • Huling-Austin, L. (2014). Research on learning to teach: Implications for teacher induction and mentoring programs. Journal of Teacher Education, 43(3), 173-180.
  • Lazarová, B., Pol, M., HlouÅ¡ková, L., Novotný, P., & Sedláček, M. (2012). Organisational learning in professional discourses. Pedagogic Orientation, 22(2), 145-161.
  • Marshall, C., & Rossman, G. B. (2016). Designing qualitative research. Sage publications.
  • Merriam, S. B. (2014). Introduction to qualitative research. Qualitative research in practice: Examples for Discussion and Analysis, 1(1), 1-17
  • Morin, J. (2016). Keeping our new teachers: Abandoning the sink-or-swim mentality. High School Magazine, 4(5), 26-29.
  • NCES. (2014). Teacher supply in the United States: Sources of newly hired teachers in public and private schools, 1987-88 to 1993-94: Statistical analysis report. Washington, DC: National Center for Education Statistics
  • Savolainen, H., Malinen, Olli-Pekka, and Schwab, S. (2020). Teacher efficacy predicts teachers' attitudes towards inclusion - a longitudinal cross- lagged analysis, International Journal of Inclusive Education, DOI: 10.1080/13603116.2020.1752826
  • Scholten, N., & Sprenger, S. (2020). Teachers' Noticing Skills during Geography Instruction: An Expert-Novice Comparison, Journal of Geography, 119(6), 206-214, DOI: 10.1080/00221341.2020.1809695
  • Shields, S., & Murray, M. (2017). Beginning teachers' perceptions of mentors and access to communities of practice. International Journal of Mentoring and Coaching in Education. 6(4), 317- 331
  • Thai, M. T. T., & Chong, L. C. (2012). Born-global: The case of four Vietnamese SMEs. Journal of International Entrepreneurship, 6(2), 72.
  • Tonna, M. A., Bjerkholt, E., & Holland, E. (2017). Teacher mentoring and the reflective practitioner approach. International Journal of Mentoring and Coaching in Education. 6 (3), 210- 227,
  • Wideen, M., Mayer-Smith, J., & Moon, B. (2008). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130-178.

Cite this article

APA

    APA : Waheed, S. A., Gilani, N., & Noor, N. (2021). Newly Inducted and Experienced Teachers' Working Relationships: What can they learn from each other?. Global Sociological Review, VI(I), 23-30. https://doi.org/10.31703/gsr.2021(VI-I).04

CHICAGO

    CHICAGO : Waheed, Syed Abdul, Nadia Gilani, and Nazia Noor. 2021. "Newly Inducted and Experienced Teachers' Working Relationships: What can they learn from each other?." Global Sociological Review, VI (I): 23-30 doi: 10.31703/gsr.2021(VI-I).04

HARVARD

    HARVARD : WAHEED, S. A., GILANI, N. & NOOR, N. 2021. Newly Inducted and Experienced Teachers' Working Relationships: What can they learn from each other?. Global Sociological Review, VI, 23-30.

MHRA

    MHRA : Waheed, Syed Abdul, Nadia Gilani, and Nazia Noor. 2021. "Newly Inducted and Experienced Teachers' Working Relationships: What can they learn from each other?." Global Sociological Review, VI: 23-30

MLA

    MLA : Waheed, Syed Abdul, Nadia Gilani, and Nazia Noor. "Newly Inducted and Experienced Teachers' Working Relationships: What can they learn from each other?." Global Sociological Review, VI.I (2021): 23-30 Print.

OXFORD

    OXFORD : Waheed, Syed Abdul, Gilani, Nadia, and Noor, Nazia (2021), "Newly Inducted and Experienced Teachers' Working Relationships: What can they learn from each other?", Global Sociological Review, VI (I), 23-30

TURABIAN

    TURABIAN : Waheed, Syed Abdul, Nadia Gilani, and Nazia Noor. "Newly Inducted and Experienced Teachers' Working Relationships: What can they learn from each other?." Global Sociological Review VI, no. I (2021): 23-30. https://doi.org/10.31703/gsr.2021(VI-I).04