ARTICLE

INVESTIGATING QUALITY OF INDUCTION TRAINING OF NOVICE TEACHERS IN PUNJAB

38 Pages : 370-378

http://dx.doi.org/10.31703/gssr.2020(V-I).38      10.31703/gssr.2020(V-I).38      Published : Mar 2020

Investigating Quality of Induction Training of Novice Teachers in Punjab

    Trainings are offered to all level of teachers at different phases of their careers. There are empirical foundations that these trainings have major impacts on the quality of teachers and resultantly on the quality of education. The study was conducted to investigate the quality of the induction training for elementary teachers of QAED, Punjab as perceived by the participants of the training. This study focused on teachers who received induction training in 2017. A questionnaire was developed to collect the data. Descriptive statistics were applied conclude. The newly-inducted teacher stated that the training was aligned with their professional needs. They were satisfied with the quality of physical and learning facilities, the subject matter knowledge, and the overall quality of training. They like training design, duration of training sessions, course content, finally, effective follow up of the training were the major findings if the study.

    (1) Adila Khanam
    PhD Scholar,Division of Education,University of Education, Lahore, Punjab, Pakistan.
    (2) Asghar Ali
    Assistant Professor,Department of Education, University of Malakand, KP, Pakistan
    (3) Asia Zulfqar
    Assistant Professor,Department of Education,Bahauddin Zakariya University, Multan, Punjab, Pakistan.
  • Aguinis, H., & Kraiger, K. (2009). Benefits of training and development for individuals and teams, organizations, and society. Annual Review of Psychology, 60, 451-474.
  • Amoah-Mensah, A., & Darkwa, P. (2016). Training and Development Process and Employees' Performance in the Chop Bar Industry. Journal of Research and Development, 187(5498), 1- 24.,
  • Antonacopoulou, E. P., & Güttel, W. H. (2010). Staff induction practices and organizational socialization. Society and Business Review
  • Bano, S., Noreen, B., & Bashir, A. (2019). Teaching Profession: Expectations And Realities Of Newly Inducted Teachers At Schools. Journal of the Research Society of Pakistan-Vol, 56(2).
  • Berliner, D.C (2005). The near impossibility of testing for teacher quality. Journal of Teacher Education, 56(3), 205-13.
  • Berry, B. (2004). Recruiting and retaining
  • Britton, E., et al., eds. (2000). More swimming, less sinking: Perspectives from abroad on U.S. teacher induction. Paper prepared for the National Commission on Mathematics and Science Teaching in the 21st Century, San Francisco, CA.
  • Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30(1), 3-12.
  • Burley, S., & Pomphrey, C. (2011). Mentoring and coaching in schools: Collaborative professional learning inquiry for teachers. New York: Routledge.
  • Campbell, S. L. (2018). A comparative case study analysis: effects of mentor practices on new teacher retention (Unpublished doctoral dissertation). Department of Education, Delaware State University
  • Chidambaram, V., Ramachandran, A., & Thevar, S. S. (2013). A study on efficacy of induction training programme in Indian Railways using factor analysis. Business: Theory and Practice, 14(2), 140- 146.
  • Creswell, J. D., Myers, H. F., Cole, S. W., & Irwin, M. R. (2009). Mindfulness meditation training effects on CD4 T lymphocytes in HIV-1 infected adults: A small randomized controlled trial. Brain, behavior, and immunity, 23(2), 184-188.
  • Darling-Hammond, L. & Bransford, J. (eds.) (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do. Paris: Jossey-Bass.
  • Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.
  • Donnelly, V. (2010). Teacher education for inclusion: International literature review. European Agency for Development in Special Needs Education.
  • Education, D. F. (2015). Induction For Newly Qualified Teachers (England). London: National Induction Panel For Teachers.
  • Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing preservice teachers' attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13(2), 195-209.
  • Hawley, W. &Valli, L. (1999). The essentials of effective professional development: A new consensus. In Teaching as the Learning Profession: Handbook of Policy and Practice. Darling-Hammond, L. & Sykes, G. (Eds.). San Francisco: Jossey-Bass.
  • Hussain, S. N. (2017). Decline of public schools in Punjab and strategies for their revival (Unpublished doctoral dissertation). University of Management and Technology, Lahore, Pakistan.
  • Ingersoll, R., & Kralik, J. M. (2004). The impact of mentoring on teacher retention: What the research says. GSE Publications, 127.
  • Jamil, F. M., Sabol, T. J., Hamre, B. K., & Pianta, R. C. (2015). Assessing teachers' skills in detecting and identifying effective interactions in the classroom: Theory and measurement. the elementary school journal, 115(3), 407-432.
  • Johnson, S. M., Berg, J. H., & Donaldson, M. L. (2005). Who stays in teaching and why? A review of the literature on teacher retention. The Project on the Next Generation of Teachers: Harvard Graduate School of Education.
  • Kagan, D. M. (1993). Contexts for the use of classroom cases. American Educational Research Journal, 30(4), 703-723.
  • Khalid, U., Butt, Z . I., Haider, S., Naweed, N., & Khan, A. (2015). Quality of teaching and learning at Directorate of Staff Development (DSD) in the Punjab province: Practices and Problems. Science International (Lahore), 27(5), 4763-4766.
  • Malik, M. B. (2014). Identification of the factors of quality teacher training and development of a model program in Pakistan. VFAST Transactions on Education and Social Sciences, 1-15.
  • Mikidadi, M. M. (2013). The Effectiveness of Training of Government Primary School Teachers on Job Performance: The Case of Bukoba District Counci (Unpublished doctoral dissertation). The Open University of Tanzania.
  • Noe, R. A., & Kodwani, A. D. (2018). Employee Training and Development, (7th ed.). New York: McGraw-Hill Education.
  • North, J. A., Javaid, S., Ferdinand, M. B., Chatterjee, N., Picking, J. W., Shoffner, M., ... & Poirier, M. G. (2011). Phosphorylation of histone H3 (T118) alters nucleosome dynamics and remodeling. Nucleic acids research, 39(15), 6465-6474.
  • Pahuja, Y. (2015). Training and Development: An Essential Guide for Students & Practitioners; Includes 30 Ready to Use Templates. Partridge Publishing.
  • Pearson, C., & Porath, C. (2009). The cost of bad behavior: How incivility is damaging your business and what to do about it. Paris: Penguin.
  • Salas, E., Wilson, K. A., Priest, H. A., & Guthrie, J. W. (2006). Design, delivery, and evaluation of training systems. In G. Salvendy (Ed.), Handbook of human factors and ergonomics (p. 472- 512). John Wiley & Sons Inc
  • Tynjälä, P., & Heikkinen, H. L. (2011). Beginning teachers' transition from pre-service education to working life. Zeitschrift für Erziehungswissenschaft, 14(1), 11-19.
  • Wang, J., & Odell, S. J. (2002). Learning to teach according to standards-based reform: A Critical Review. Review of Educational Research, 72(3), 481-546.
  • Wang, J., Strong, M., & Odell, S. J. (2004). Mentor-Novice Conversations About Teaching: A Comparison of Two US and Two Chinese Cases. Teachers College Record, 106(4), 775-813.
  • Wonacott, M. E. (2002). The impact of work-based learning on students. ERIC Clearinghouse on Adult Career and Vocational Education.
  • Wong, H. K. (2004). Induction programs that keep new teachers teaching and improving. NASSP bulletin, 88(638), 41-58.
  • Wong, H. K., Britton, T., & Ganser, T. (2005). What the world can teach us about new teacher induction? Phi Delta Kappan, 86(5), 379-384.

Cite this article

    APA : Khanam, A., Ali, A., & Zulfqar, A. (2020). Investigating Quality of Induction Training of Novice Teachers in Punjab. Global Social Sciences Review, V(I), 370-378. https://doi.org/10.31703/gssr.2020(V-I).38
    CHICAGO : Khanam, Adila, Asghar Ali, and Asia Zulfqar. 2020. "Investigating Quality of Induction Training of Novice Teachers in Punjab." Global Social Sciences Review, V (I): 370-378 doi: 10.31703/gssr.2020(V-I).38
    HARVARD : KHANAM, A., ALI, A. & ZULFQAR, A. 2020. Investigating Quality of Induction Training of Novice Teachers in Punjab. Global Social Sciences Review, V, 370-378.
    MHRA : Khanam, Adila, Asghar Ali, and Asia Zulfqar. 2020. "Investigating Quality of Induction Training of Novice Teachers in Punjab." Global Social Sciences Review, V: 370-378
    MLA : Khanam, Adila, Asghar Ali, and Asia Zulfqar. "Investigating Quality of Induction Training of Novice Teachers in Punjab." Global Social Sciences Review, V.I (2020): 370-378 Print.
    OXFORD : Khanam, Adila, Ali, Asghar, and Zulfqar, Asia (2020), "Investigating Quality of Induction Training of Novice Teachers in Punjab", Global Social Sciences Review, V (I), 370-378
    TURABIAN : Khanam, Adila, Asghar Ali, and Asia Zulfqar. "Investigating Quality of Induction Training of Novice Teachers in Punjab." Global Social Sciences Review V, no. I (2020): 370-378. https://doi.org/10.31703/gssr.2020(V-I).38