Mentors' perceptions of the effectiveness of the components and technological venues implemented in online teacher induction programs for novice teachers

摘要

This descriptive study provided a synthesis of the form, structure, activity andrelationship components utilized by online teacher induction programs designed tosupport novice teachers. Mentors involved in online teacher induction programsresponded to an online questionnaire. The perceptions of 51 mentors involved in 36online teacher induction programs in 16 states and one country in addition to the UnitedStates were examined to determine the effectiveness of components incorporated.A synthesis of the technological venues utilized was provided through astatistical analysis of the mentors?????? responses. The mentors?????? perceptions of theeffectiveness of incorporated technological venues were statistically examined.Additionally, their perceptions of professional development, emotional support,reflection, and formative observation components in relation to the program??????scharacteristics were also examined through the analysis of their responses to the onlinequestionnaire. Analysis of the mentors?????? perceptions appeared to indicate the effectiveimplementation of professional development and emotional support components viatechnological venues to support novice teachers. The professional developmentcomponent was perceived as effective regardless of the school districts?????? sizes, gradelevel taught or certification route of the novice teachers. To improve novice teachers??????pedagogical knowledge, it is suggested that online teacher induction programs employvideo streaming, videotapes, and websites to deliver the professional developmentcomponent. Additionally, it appeared that mentors perceived electronic mail as mosteffective for providing emotional support. However, telephones, bulletin boards, videoconferences, and chats were also effectively utilized to support novice teachersemotionally.