Keywords
school principals
organizatinal culture
teacher adjustment
How to Cite
Abstract
This study focus the first years experiences in teaching of sciences and mathematics teachers. Those teacher experiences, participants and no participants of PR-CETP, an external induction program, as viewed by the school principal and the beginning teachers, were analyzed and discussed. The study was a qualitative one that used different techniques like in depth interviews, documents revision, and induction activities observations. It was conducted in three secondary public schools of Ponce, Humacao and Bayamón regions. The participants of each school were a PR-CETP new teacher, a non PR-CETP, and the school director. The results reflect that the induction practices (except PR-CETP ones) were, generally, informal, improvised, without the recommended following. Those teachers experienced what the literature calls the "shock with the reality". Only one of the schools had a culture of responsibility and shared support where everyone contributed to the development and adaptation of the new teacher.
How to cite:
Fortis-Rivera, M. (2005). La inducción: Visión de directores y maestros. Cuaderno de Investigación en la Educación, 20, 94-113. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/16265
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