A Journey on Constructing an Induction Framework for the Novice Special Education Teachers at Secondary School Level
Author: Shin-Tzu Hu (Department of Special Education, National Taiwan Normal University), Yu-Lin Chang(Taipei Municipal Shuang Yuan Junior High School)
Vol.&No.：Vol. 64, No.1
Date：March 2019
Pages：53-80
DOI：10.6209/JORIES.201903_64(1).0003
Abstract：
The purpose of this study was to construct an induction framework for the novice special education teachers at secondary school level. The co-operative action inquiry research was utilized. The researchers were co-operative with 12 expert special education teachers of Wellbeing County to mentor 16 novice teachers. The results of this study indicated the process of this framework was step by step, from the beginning at each other feeling strange and watching each other, then the mentors took the initiative, after this periods, both of them could take the initiative to interact with each other, at last, they all joined the line group to become good partners working together. The professional needs of the novice special education teachers were in the administrative matters at first, then they needed professional support in teaching and managing students’ challenging behaviors. Many strategies were being used in this program, e.g. modeling, evaluating, discussing, which made both senior and novice teachers grew and developed. The authors made some suggestions to Wellbeing County, teachers participating this program and researchers.
Keywords：induction, novice special education teachers, teacher professional development
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