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A qualitative case study took place in south western Ontario to ascertain the effectiveness of the New Teacher Induction (NTIP) program when applied to one vocational secondary school. Interviews were conducted to see what teachers perceived to be the relationship between their professional development and practice from NTIP; skills that they developed directly from NTIP; and characteristics of the school environment that effected the program. Further development of teacher identity, improved classroom management skills, deeper understanding of students and use of a computer program were linked to NTIP. Supportive administration enhanced the effectiveness of NTIP. Mentorship had mixed effects upon the program. Suggested improvements included restructuring of seminar topics, improved mentorship, greater flexibility of the program to maximize its effectiveness to a variety of school settings.
Santos, Julieta Soledad Delos, "The relationship between vocational teachers' professional development in a New Teacher Induction program and their practice" (2009). Electronic Theses and Dissertations. 8279.