Individuals who are within their first five years of teaching or are new to the content area in which they are teaching (i.e., novice teachers, beginning teachers, protégé)
Published in Chapter:
Induction Programs for Early Career Agriculture Teachers
Copyright: © 2024
|Pages: 28
DOI: 10.4018/979-8-3693-2766-1.ch009
Abstract
Learning to teach is a complex task. Beginning teachers face a myriad of evolving challenges related to teaching, lesson planning, content knowledge, classroom management, time management, and managing intracurricular programs. In response to these challenges, many state agricultural education leaders have implemented formalized induction programs to support early career teachers. Induction programs vary in scope, goals, delivery methods, components, and structure. Beginning teachers utilize a constellation of mentors. As teachers mature, they gain self-efficacy and become more efficient at lesson planning but remain busy as extra time is filled with other responsibilities. Individualized mentoring and feedback are key to delivering induction to meet the unique needs of teachers. Research from the Agricultural Education Magazine provides information on current induction practices. Authors propose future research in induction program structure, impact of induction programs, alternative and traditional induction support, and mentoring and coaching through induction.