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090519s2008 xxu e eng d |
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|a9780549517191
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|a(UMI)AAI3305495
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|aAAI3305495
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|aTMUE|beng|cTMUE|dTMUE
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|c$1
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1
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|aNarishkinAmy S
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10
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|aA formative evaluation of the Beginning Teacher Assistance Program: An andragogical approach|h[[electronic resource]]
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|aAnn Arbor, Mich : |bUMI, |c2008
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|a232 p
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|aSource: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0849
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|aAdviser: Helene Sherman
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|aSchool code: 0481
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|aThesis (Ph.D.)--University of Missouri - Saint Louis, 2008
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|aAccording to the National Commission on Teaching and America's Future, 30-50% of beginning teachers leave teaching within the first 5 years of their career (2005). Frequently these teachers are not given tools to survive the transition from teacher preparation to classroom practice. As a mentor and administrator for the Beginning Teacher Assistance Program (BTAP) at the University of Missouri--St. Louis, I was interested in researching the question: How can BTAP, as an external network for new teacher support, provide needed and effective follow-up support for St. Louis area beginning education professionals in the field? As a result, I chose to do a formative evaluation of BTAP in order to clarify the needs of the target population and improve program operations. For this qualitative study, I chose to do focus group interviews
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|aFrom these interviews, it was evident that new teachers want to engage in a nurturing relationship with their mentors based on trust and acceptance that also provides professional guidance and facilitates personal growth. Beginning teachers want a voice in the direction and content of their professional development. Novice teachers want a support program to cover topics that are particular to their experience, closing a gap in their education or meeting a challenge that had arisen since starting in the classroom. New teachers want a virtual network that would allow for personal interaction and provide non-evaluative feedback as well as professional development information. New teachers want a physical space that provides equipment for those teachers who work in districts that are not able to provide items. Novice teachers gather for a social hour on a regular basis for emotional and professional support and affirmation and thus want to engage in informal learning. In sum, evidence supports that novice teachers want professional and emotional support from a university-based program that is driven by their own developmental needs and desires. As a result of these findings, I developed and recommended a university-based beginning teacher assistance program based Malcolm Knowles' Eight Step Design Process of which self-directed learning is the primary thrust. The self-directed learning design process is applied to both the university-based conferences and on-line formats
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650 |
0
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|aEducation, Adult and Continuing
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650 |
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|aEducation, Teacher Training
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650 |
0
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|aEducation, Curriculum and Instruction
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710 |
2
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|aUniversity of Missouri - Saint Louis
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|uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3305495|z連接論文全文
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