부산대학교 도서관

New teacher induction programs, which strive to increase teaching self-efficacy, represent effective ways to increase teacher retention. This year-long qualitative case study examines the impact of a Teaching Fellowship program on the teaching self-efficacy of 14 new teachers in 11 Professional Development Schools (PDS). Beginning the school year, participants identified low self-efficacy related to Differentiation, Classroom/Behavior Management, Parent/Caregiver Communication, and Collaboration (co-teaching). High self-efficacy was found in relation to Collaboration (mentor teachers, school personnel, and other teaching fellows) and Developing Positive Student Relationships. Significantly, after a year in the Teaching Fellowship program, participants reported an increase in teaching self-efficacy in all areas. The findings provide important data about the value of PDS Teaching Fellowships as induction programs for new teachers, and the implications are relevant to stakeholders in both higher education and public school settings. [ABSTRACT FROM AUTHOR]