Developing Beginning Teachers through an Interactive Induction and Internship Program by Nugent & Fa

Nugent, P. & Faucette, N. (2004). Developing beginning teachers through: An interactive induction and internship program. Action in Teacher Education, 26(1), 53-63.

Qualitative research study;

Participants: 4 first year physical education teachers; 8 interns; 2 university supervisors

Purpose of the study: "To identify the impact of the Interactive Induction and Internship Program (IIIP) on the beginning teachers" (p. 54)

Eight interns were placed in four first year teachers' P.E. classes where they worked together twice a week for 3 months. The purpose of the Interactive Induction and Internship Program (IIIP) was to support beginning teachers through relationships with university supervisors and pre-service teachers. The goals were to emphasize positive interdependence and collaboration. Data collected at the end of the program revealed that the new teachers felt:

1) Empowerment and Ownership with sub-themes including

a) I'm powerful and capable,

b) the program gave me status,

c) I wanted to do the right thing,

d) I'm collegial. I'm not in charge, and

e) I expect a lot and

2) I Really Miss Them with sub-themes including

a) planning time,

b)shared duties,

c) personal chat, and

d) professional discourse.

The authors note that "a community of enquirers and constructivist practioners was born out of this discursive design" (p. 62).

Thoughts-This design seems to have created a professional learning community born out of need and concern for students and each other.

Quotes:

"...new teachers needed support during their early experiences due to problems associated with "reality shock," "role conflict" and a "wash out effect" (p. 54)

"Instead of university supervisors inviting dependency by new teachers, the novices became interdependent (with each other or colleagues on site, us, and the interns" (p. 62).

References:

Stroot, S., Faucette, N. & Schwager, S. (1993). In the beginning: The induction of physical educators. Journal of Teaching in Physical Education​, 12, 375-385.