Date of Award

5-2021

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School

College of Education and Human Services

Department/Program

Teacher Education and Teacher Development

Thesis Sponsor/Dissertation Chair/Project Chair

Emily J. Klein

Committee Member

Monica Taylor

Committee Member

Jeremy Price

Abstract

This study focused on the transition period from pre-service to teaching known as new teacher induction. Using new teacher voices within third space qualitative interviews to better understand how new teachers made sense of their induction period within a school district, the findings from this study suggest that new teachers are not only faced with immediate and longterm needs that they must fulfill, but also new teachers must make sense of their school environments and the micropolitical atmospheres they must work in. Using the voices of new teachers and teacher coaches within a school district, this study examined how districts can better understand what new teachers experience as they transition into a school or district. The understanding of this liminal stage in a teacher’s career is essential for policymakers, pre-service educators, pre-service teachers, administrators, and perhaps most importantly, veteran teachers if we hope to curb high attrition rates and the effects such have on our students and schools.

File Format

PDF

Download

Share

COinS