1

ABSTRACT

This study is intended to offer a view of the problems which NQTs (Newly Qualified

Teachers) are experiencing at the Tuxtla Language School in Chiapas, Mexico. It describes my

attempt as a teacher trainer to address continuous professional development (CPD) in an

effort to foster on-line peer support for novice teachers in a collaborative learning

environment. The main focus of this dissertation was to investigate and pilot test the use of

ADFs (Asynchronous Discussion Forums) as a support network in an effort to help bridge the

gap between pre-service and in-service professional development through the fostering of a

virtual learning community where habits of caring, shared VABs (Values, Attitudes and Beliefs)

and an interconnectedness are encouraged and NQTs are able to share information and

experiences, challenge, question and offer each other alternatives to their usual teaching

practice thus supporting this transition into their early years of teaching; in effect, to serve as

life rafts for struggling NQTs. By describing this process and my findings I hope to encourage

other practitioners to continue exploring the value of asynchronous discussion forums (ADFs)

to create learning communities in their own professional venues.

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ACKNOWLEDGEMENTS

Throughout my teaching career I have had the opportunity to work with many valuable

colleagues who have been fundamental in my development both personally as well as

professionally. My VABs (values, attitudes and beliefs) have evolved as a result of this process

and I wish to thank all of them for being there.

First of all I would like to thank Maria Teresa Urquidi Gutierrez for her support, I consider her

my original mentor in my teaching career. I was fortunate to be under her wing at the Diego

Rivera School in Tuxtla Gutierrez where I have worked for more than twelve years. There I

met Gaby Barrios Hernandez de Tejada, Dorian Ruiz Palma and Rosi Sabinez who generously

contributed to my KSA (knowledge, skills and awareness) about teaching.

For the past decade I would also like to acknowledge the great influence Maria Eugenia

Serrano and Rachid Mekki, my friends and colleagues from the UNACH, have had since they

have helped shape the way I now view teaching. Maru Serrano is also responsible for providing

me with the marvelous opportunity to study my M.Ed. and for that I will eternally be grateful.

I would like to especially show appreciation to my main tutor, Dr. Tony Wright for so skillfully

being my mentor. He has provided me with tremendous help, support and encouragement. My

recognition also to my tutors from MARJON, Steve Ansell and Liz Robbins for their valuable

contributions to my learning processes throughout this M. Ed. experience.

I am also very much indebted to all the NQTs of the LEI who took part in my discussion

forum, for allowing me to interview them, for answering questions and for allowing me to use

their utterances in my analyses and reports.

And, as always, my thanks to my family: Eddie, Anita and Alberto for providing me with their

loving support and encouragement.

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TABLE OF CONTENTS

Abstract 1 Acknowledgements 2 List of Contents 3 List of Figures 5 List of Appendices 6 List of Abbreviations 7 Introduction 8 CHAPTER ONE : TROUBLED TRANSITION 11 Introduction 11 1. THE LEI TEACHER TRAINING PROGRAM 11

1.1. Follow-Up Studies of the Current LEI Program 12 1.1.1 LEI Novice Teacher Difficulties 14

1.2. Lack of Sufficient Field Experience in the Current LEI Program

17

1.3. Need for Redesigning the Curriculum 19 1.4. The Culture of Mexican Schools 22

1.4.1. Collaborative Teaching Cultures 25 1.5 Possible Solutions to Provide Support for LEI NQTs 26

Summary 28 CHAPTER TWO: EXPLORING THE POSSIBILITIES OF SUPPORT FOR NQTS

29

Introduction 29 2. NQTS Priorities 29

2.1 Support for NQTS 31 2.1.1. Mentoring and Induction Programs 34 2.1.2. Teacher Learning through Reflective Teaching and Practical Theory

35

2.1.3. Institutional Support for Promoting Personal Knowledge 37 2.2 Developing LEI NQT Learning Communities 37 2.3 Establishing an On-line Peer Support Network 39

2.3.1. NQT Learning Communities 41 2.4 On-line Learning Communities 41

2.4.1. Challenges in Starting and Supporting On-line Learning Communities

43

Summary 46 CHAPTER THREE: LEI ADF PILOT PROJECT 47 Introduction 47 3. Creating an ADF at the Tuxtla Language School 47

3.1. Research 48 3.1.1. Action Research 48 3.1.2. Approach to Research 51

4

3.2 Setting Up and Managing the LEI ADF 51 3.2.1. Target Population and Setting 52 3.2.2. Selection of Data Collection Methods 55

3.3. Findings 56 3.3.1. Exploring Success and Failures in the LEI ADF Pilot Project

60

3.4. Linguistic Analysis 66 3.5. Outcomes: Operating and Maintaining an ADF 69

Summary 71 CHAPTER FOUR: LOOKING TOWARDS THE FUTURE OF THE LEI ADF

72

Introduction 72 4. Summary, Conclusions, and Implications of Setting Up ADFs 72

4.1. Implications for the Future of the LEI Program 73 4.2. Implications for Other Teacher Trainers 77 4.3. Key Issues in Implementing Change 78

Conclusions 80 Reflective Epilogue 81 Appendices 83 Bibliography 99

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LIST OF FIGURES

FIGURE 1 Current LEI Program Practicum Opportunities Compared with those of the New Program

20

FIGURE 2 Novice Teachers Support Needs Compared To What LEI Teachers Receive

26

FIGURE 3 Putz Beginning Teacher Priorities (1992) Compared to those of LEI NQTs

29

FIGURE 4 LEI NQTs Reflection Cycle In and On Practice 35 FIGURE 5 Ideal Teacher Support System in Comparison with My

Expectations with this Pilot-Study

37

FIGURE 6 Advantages and Disadvantages of Asynchronous Discussion Forums

43

FIGURE 7 Burns Phases of Action Research in Relation to this Study

48

FIGURE 8 LEI ADF Index 51 FIGURE 9 LEI Alumni According to Cohort 51 FIGURE 10 Chronogram of LEI ADF Research Procedures 53 FIGURE 11 NQTs Workplaces 55 FIGURE 12 Greatest Challenges for NQTs 56 FIGURE 13 Support Resources for LEI NQTs 57 FIGURE 14 ADFs Contributions to NQTs Learning 57 FIGURE 15 Reasons for Not Using the ADF 58 FIGURE 16 Success in ADF 59 FIGURE 17 Difficulties Encountered in this Pilot Project 60 FIGURE 18 Threaded Statistics Record of the LEI ADF 63 FIGURE 19 ADF Message Continuum 65 FIGURE 20 Nature of Posts on the Most Popular LEI ADL Thread 67 FIGURE 21 Personal and Professional Conclusions Concerning ADFs 70 FIGURE 22 Recently Created ADF for LEI Student-Teachers 72 FIGURE 23 My Future Plans Concerning ADFs 74

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LIST OF APPENDICES

1 Current LEI Study Program 80

2 Comparison between Current LEI Study Program and the New LEI Program

81

3 General Information Questionnaire 87

4 First E-mail Sent to Alumni to Invite Them to Use ADF

90

5 LEI Discussion Forum Menu 91

6 Most Popular LEI Discussion Forum

Thread

92

7 Invitation Brochure to Encourage Participation in ADF

96

8 LEI NQT Discussion Forum Questionnaire

98

9 Number of Registered Users 99

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LIST OF ABBREVIATIONS

ADF Asynchronous Discussion Forum

ANUIES Associacion Nacional de Universidades e Instituciones de Educacion Superior (Nacional Association of Universities and Institutions of Higher Learning in Mexico)

CIEES Comites Interinstitucionales de Evaluacion de la Educacion Superior (Interinstitutional Evaluation Committees for Higher Learning)

CPD Continuous Professional Development

IT Information Technology

ITT Initial Teacher Training

LEI Licenciatura en la Enseanza del Ingles (BEd in ELT)

NQT Newly Qualified Teacher

Ss Students

UNACH Universidad Autonoma de Chiapas (Autonomous University of Chiapas)

VABs Values, Attitudes and Beliefs

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INTRODUCTION How many teachers remember how eagerly they looked forward to their first day of teaching

in their first job as English teachers, fresh from the University, ready to conquer the world?

However, once in the classroom they suddenly realize that all is not what they were taught in

their pre-service teacher training program and reality finally sets in.

This situation is typical for most NQTs (Newly Qualified Teachers), they want to inspire

learning and make a difference in each learners life, yet it is all they can do to survive, more or

less follow the institutions study program and keep some semblance of order in their

classrooms. Why didnt all of the information provided in their initial teacher training program

help them to deal with the complexities they now face? Why dont young learners or adults

respond as effortlessly and as predictably as they did in theory? How is a NQT supposed to

deal with the difficulties and challenges she faces in a real classroom setting on a daily basis?

Why is teaching English as a Foreign Language so complex and stressful?

How does a NQT learn to find enough time and energy to juggle:

students learning needs,

integrate subject matter,

evaluate each learner,

handle difficult students, parents and school administrators,

address the schools policies and endless paperwork, and,

be able to successfully teach?

In spite of successfully completing a teacher training program, learning to cope with these

issues effectively has proven to be a difficult process for a great number of students in the

BEd in ELT (Licenciatura en Enseanza del Ingls: LEI) Program at the UNACH

(Universidad Autonoma de Chiapas: Autonomous University of Chiapas.) in Mexico.

Preliminary results from the Language Schools follow-up studies project have provided

evidence that LEI NQTs, especially those who enter the workforce for the first time in their

lives, require assistance with their teaching practice, especially in the areas of language teaching

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methodology, class management, adapting to the unique school culture which exists in each

institution and dealing with school administrators and parents.

It is my belief that there is therefore a great need in my community to prepare future teachers

with a bridge between being students of teaching to becoming teachers of students in the form

of a support network. In this study I wish to investigate the value of providing asynchronous

online support to newly graduated EFL teachers in Chiapas, Mexico, as they try to overcome

the difficulty of transition from pre-service teacher training to working life, school life and

classroom life. The following study addresses these concerns by reporting on my experiences

of attempting to provide NQTs with the opportunity to interact and communicate

electronically through an on-line discussion forum with colleagues from the three graduating

classes which have successfully completed their studies at the Tuxtla Gutierrez Language

Schools LEI teacher training program between 2002 and 2004. The main aim is to explore the

use of a forum as a means of helping NQTs gain confidence in their ability to become more

effective educators. The development of such an electronic learning community may allow

these NQTs to openly discuss and address issues which concern them in this complex

transition. This investigation explores my experiences setting up an ADF, encouraging NQTs

to participate in and the computer- mediated communications in which participants engaged

during a six-month trial period. It also explores the advantages and disadvantages of using this

type of virtual support as well as the reasons why many potential participants did not become

involved in the use of the ADF.

In Chapter One I will focus on exploring the current LEI situation and address the issues of

why NQTs are experiencing problems in schools. This chapter examines the lack of field

experience and the cultures of schools where NQTs initiate their professional careers and

discusses the reformed teacher training program, finalizing with possible solutions to assist

alumni who studied the flawed ITT program. In Chapter Two I will address the possible

alternatives to help provide support for these struggling educators and propose the

establishment of an ADF support network. In Chapter Three I will explore my experience of

setting up and maintaining an ADF during a six-month trial period. Significant incidents,

successes and failures and what I have learned throughout this experience will also be

discussed. Finally, in Chapter Four, I will discuss the implications for the future of the LEI

10

ADF. The issues of implementing the use of the ADF in ITT to help foster the development

of reflective practices so that NQTs will feel comfortable using it for CPD will also be

explored. I will conclude this study with personal reflections about what I have learned in this

study.

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CHAPTER ONE

TROUBLED TRANSITION

Introduction

Teaching learners and inspiring them to learn and to want to continue learning is the main aim

of all teachers. To achieve this successfully it is necessary to recognize the importance of

providing NQTs with an opportunity to bridge the current gap between alumni pre-service

teacher training program and the reality they face once they begin their professional careers.

This study is an attempt to address the need for providing a follow-up support network for

NQTs which helps new teachers become the best teachers which they can be through the use

of an asynchronous discussion forum and peer support.

In Chapter One I will explore the difficulties which LEI alumni experience as they make the

transition from being students of teaching to being teachers of students. I will begin by

exploring the current LEI situation based on the findings of the Tuxtla Language Schools

follow-up studies committee which has discovered that the current pre-service teacher training

program is not appropriately preparing newly graduated teachers to face the challenges they

encounter one they enter the workplace. I will continue by exploring how the cultures of the

Tuxtla Language School and the cultures of the schools where NQTs begin their professional

careers have an impact on NQTs performance in the classroom. This study continues with an

exploration of the recently redesigned ITT curriculum which will hopefully begin in August

2006 and how it attempts to remedy the situation at the UNACH. Finally, I will explore

NQTs needs and the possible solutions which may help address the difficult ies which these

novice educators, who are the product of a flawed ITT program, are currently facing.

1. THE LEI TEACHER TRAINING PROGRAM

The Licenciatura en Enseanza del Ingles (LEI) was opened in 1999 at the Autonomous University

of Chiapas (UNACH) to train potential EFL Teachers. Most student-teachers attend seven

hours of instruction on a daily basis and will have obtained 350 credits upon completion of the

current eight semester study plan (Appendix 1). In the following section of this study I will

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discuss the results of follow-up studies conducted in 2003 which have led me to believe that

NQTs in my community are often frustrated, exhausted and discouraged once they leave the

training room and enter the classroom. Many struggle with competing demands on their time

and energy as they attempt to maintain their professional knowledge and expertise as educators

and feel that the LEI program is divorced from the realities of teaching in Mexican schools.

1.1. Follow-Up Studies of the Current LEI Program

Historically, the study of follow-up has been synonymous with the study of teacher

development since NQTs often feel overwhelmed and unsure of themselves because of the

wide range of demands on their time and skills once they begin their teaching careers. These

studiesare potential vehicles for monitoring program quality and ensuring that the

professional preparation of teachers is responsive to the evolving needs of society. (Ayers

1988, Holste and Matthews 1993, in Delaney 1995:2)

Currently, Mexican University Education is facing a variety of challenges due to the fact that

there is an increased demand for quality college education at the same time that the educational

budget is now more limited than ever. (Solana 1999:9) Recently, most universities in Mexico

are undergoing accreditation quality assessment studies by the CIEES (Comites Interinstitucionales

de Evaluacion de la Educacion Superior: Interinstitutional Evaluation Committees). One of the

requisites for achieving accreditation and thus being able to receive funds for the Tuxtla

Gutierrez Language School includes implementing follow-up study programs.

However, the ANUIES (Associacin Nacional de Universidades e Instituciones de Educacin Superior:

National Association of Universities and Institutions of Higher Learning in Mexico) cautions

that follow-up studies in Mexico are still in their infancy and warns that the few studies that do

exist may not be up to date or reliable. In addition, financial resources for this type of study are

limited which affects the final outcome. (Fresan-Orozco undated: on-line) Taking all of the

above information into consideration, the academic body of the Tuxtla Language School

developed the following objectives for the LEI follow-up studies program. These include:

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1. Keeping track of alumni by gathering personal and professional information.

2. Exploring alumnis experiences as NQTs.

3. Exploring employers perceptions of NQTs on-the-job performance.

4. Evaluating the existing teacher training program to analyze feedback for consideration

in curriculum redesign.

5. Offering a support system to help make NQTs transition from ITT to service

teaching as painless as possible.

6. Offering beginning teachers opportunities for CPD (Continuous Professional

Development) and job placement.

Thus, a follow-up study program was initiated at the Tuxtla Gutierrez Language School of the

Autonomous University of Chiapas, Mexico in January 2003. Preliminary data obtained from

initial follow-up studies has identified the following problems:

Incoherence between the educational curriculum and NQTs needs.

Limited field experience during ITT does not prepare alumni to deal effectively with

the reality of teaching in Mexican schools.

A great number of alumni fail to remain in contact with the Tuxtla Language School

once they are gainfully employed. As a consequence, much of the follow-up studies

data is outdated and not continuous.

There is currently no support network in place to ease alumnis transition from being

teacher-in-training to being teacher-in-charge.

The individualistic culture of the schools where NQTs first find employment provides

no real support for novice educators.

Evidence of some of these issues includes the fact that many NQTs have admitted that they

feel that they are on their own once they enter schools as novice educators. Colleagues are

often resentful of helping NQTs learn the ropes and are often not very cooperative, finding

fault with many of their practices. Regarding the issue of losing track of alumni, numerous e-

mails are frequently sent out with job offers and newsletters; however, a great number are

often sent back marked failure of delivery. In the following section I will address some of the

14

difficulties the follow-up study committee has identified many NQTs from the LEI teacher

training program have been experiencing.

1.1.1. LEI Novice Teacher Difficulties

Despite having successfully completed the LEI program, many NQTs face enormous

challenges as they enter their first classrooms and struggle to manage working life, school life

and classroom life. Greene (2005:11) points out that

Learning to teach is not completed at the end of a pre-service programteaching is a reciprocal process, situated in practice, interacting with the context of the learning, the community, the culture, the students, and all the surrounding environs.

Since teaching is more an art than a science, it is a demanding experience. Therefore, great care

needs to be paid to provide trainees with practical experience in real life contexts during ITT

so that they can learn to deal with these situations effectively. In addition, teacher trainers or

mentors need to guide student-teachers through this process to promote reflective practices.

Upon interviewing four novice teachers from the different graduating classes at the Tuxtla

Language School I was able to identify some of the main difficulties which NQTs are

experiencing in my community. They shared the following concerns with me: (Names have been

changed to protect alumnis privacy.)

Lupita from the graduating class of 2002 commented:

Since the LEI had very limited school based experience [mainly in the Language department of the University with groups of less than twenty young adult students]when I started work in a public secondary school I was shocked to see that I had over fifty learners in a single group! How was I supposed to handle that?

Diego from the graduating class of 2003 shared the following: How can I handle classroom discipline? Its hard to control a roomful of fresas [stuck-up rich Mexican teenagers] and keep them interested in the English lesson, especially before the bell is rung for recess. In addition, [school administrators] expect me to fill out tons of paperwork. How do they expect me to find the time to prepare materials, teach, grade and do that too?

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Elisa from the graduating class of 2003 tearfully admitted: The only job I could find was as a first grade English teacher in a private school. I never received formal training on how to teach six-year olds. I cant teach themthey only want to play and fool around because they are hot, tired and hungry since my class is the last of the day [from 12:30 to 2:00 pm.] How did I get stuck with this awful group? ... A mother has already yelled at me and its only my second week on the job. What am I doing here?

Alejandra from the graduating class of 2004 informally told me: I walked into the classroom on my first day of teaching 11 th grade High-School students and they couldnt believe I was the English teacher. They said I was too young and that it had to be a joke . They questioned my credibility. These observations provide evidence of a variety of issues which challenge beginning teachers.

The picture that emerges from this brief analysis is that a great number of NQTs from the LEI

program sometimes feel anxious, disempowered and overwhelmed with the task that faces

them as novice EFL teachers. Zeichner (1992) (in Greene 2003:4) states that a great number

of novice educators have difficulty applying the theoretical concepts learned in teacher

education programs to actual practice. This appears to be the case for the great majority of

the sixty-five NQTs who graduated from the Tuxtla LEI Teacher Training Program between

2002 and 2004. In addition, in many schools there is virtually no support network in place to

assist NQTs once they enter the workforce. Fulton et al (2005: on-line) point out that it is not

uncommon in many educational institutions that [A great number of] new teachers are left

on their own, without guidance from the school to help them understand what or how to

teach.

In the following section I will explore the most significant issues which appear to affect NQTs

on-the-job performance when they first enter schools.

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The Apprenticeship of Observation, Washout Effect and Reality Shock

Most prospective teachers enter teacher training programs with an assortment of personal

theories about teaching learning and learning to teach, grounded in their prior experiences,

which tend to shape their practice, namely the apprenticeship of observation. These

implicit theories are extremely resilient and powerful and tend to dismiss what they learn in the

training room. (John 1996:105) These images of teachers, teaching styles and learning

processes have been shaped by what they have witnessed as learners themselves, resulting in

the development of assumptions, expectations and schemata about teaching and learning

which are often unconscious and unquestioned; these basic assumptions then shape their

ability to absorb new models of teaching, adopt different attitudes or behave in fresh ways.

(Lortie 1975 in John 1996:91) Hence, what student-teachers learn about teaching is intuitive

and imitative rather than explicit and analytical; it is based on individual personalities rather

than pedagogical principles. Thus, student teachers end up using a mixture of approaches

and styles culled from their own experiences as pupils. (Ross 1987, in John: 1996: 92)

As teacher trainers we must help alumni to enquire about the nature of teaching and learning,

both contextually and socially. They must be provided with opportunities to experiment with

new and different teaching and learning styles to explore practice. (John 1996: 103) Some

researchers (Zeichner 1981, Veenman 1984, Gold 1996, in Stroot et al 1998) have explored the

feelings novice teachers first experience when they step into the classroom and realize that

things are very different from what was learned in the training room. According to Zeichner

(1981 in Stroot et al 1998: on-line) there is a washout effect whereby the impact of ITT

diminishes as beginning teachers struggle to survive the complexities of classroom life.

Veenman (1984, in Stroot et al 1998: on-line) defines a similar concept, that of reality

shock as the collapse of the missionary ideals formed during teacher training by the harsh

and rude reality of everyday classroom life."

Thus, this washout effect appears to be related to student-teachers own school experience

which is apparently related to the power of the apprenticeship to guide and control what

student teachers take from courses of initial training.(John 1996:92) Kagan (1992:142) states

that for professional growth to occur, prior beliefs and images have to be modified and

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reconstructed. Student teachers must be encouraged to collaborate in planning and

execution of lessons, in the construction of materials and resources and in general reflection

to develop a view that teaching is a matter of creative teamwork where collaboration is not

only a focus for... [challenging their] existing beliefs but also a process for creating new ones.

(John 1996:104)

To sum up, the reality of the classroom rarely conforms to novices expectations or images.

NQTs graduate from teacher training college ready to go out into the world and make a

difference, instead most confront pupils who have little academic motivation and interest and

have a tendency to misbehave. Quickly disillusioned and possessing inadequate procedural

knowledge, novices tend to become increasingly authoritarian and custodial. Obsessed with

class control, their classes begin to center more on lockstep methods to control misbehavior

instead of concentrating on student learning. (Kagan 1992:145) Furthermore, a great number

of NQTs voice concerns about having to cover the predetermined curriculum at a

predefined pace that does not allow them to consider each student as an individual. This is

stressful, especially in the case of inexperienced educators who are also coming to terms with

adapting to working life and school life. It is my belief that some of these concerns could have

been resolved if the LEI teacher training program had provided more practical experience. In

the following section of this study I will explore the lack of field experience and how it affects

NQTs performance once they enter the classroom.

1.2. Lack of Sufficient Field Experience in the Current LEI Program

The current LEI program does not provide trainees with enough practical knowledge to

successfully deal with the challenges they face one they leave the training room for the

classroom. Marland (1997:6) states that practical knowledge is the knowledge that is derived

by or shaped by practice. [it can] be derived in at least two ways from experience and

thoughtful reflection on that experience; and from experience involving the thoughtful use of

scientific knowledge in practical situations. As a result, trainees require opportunities to

develop their craft and find ways to respond flexibly, skillfully and professionally to the

idiosyncratic needs of particular learners in particular classrooms and involves some type of

reflection on practice. (Marland 1997:5)

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Bax (1997:238) suggests that as trainers [our] aim [should be] to show trainees what is

ahead of them by increasing their awareness of classroom complexities. For Kontra (1997:

244), training involves trying to open up trainees thinking and helping them to find, articulate,

and develop their own teaching theory, and the methods and techniques which match it. Urs

thoughts are similar since she points out that the preparation of professional teachers should

be based on the development of a theory of action. Teachers need to know the tricks of their

trade, but they also need to know why they do what they do. (1992: 56)

It is a great pity that the current LEI program provides few opportunities for student-teachers

to practice their craft. The few which exist are mainly through peer teaching, micro-teaching

and lesson planning. Bolitho (1995, in Kontra 1997: 246) suggests that training should:

Raise awareness of trainees inner values and beliefs and initiate their development.

Pass on the craft and initiate its application within the framework of the trainees inner

values and beliefs.

Induce in the trainee a never-ending process of thinking, questioning, challenging, and

changing.

Simpson (2000:7) states that if there is no chance to practice skills and techniques, personal

theories of teaching can not develop and there is no chance to test theories against experience

as there is so little chance for teaching. This is the case of the current LEI program where on

average, student teachers were fortunate if they were provided with the opportunity to teach at

least one class per semester in an authentic school situation with real learners and be provided

with helpful feedback from their teacher trainer. Due to the difficulties of logistics and of

establishing agreements with local schools, most alumni only receive the opportunity to do

microteaching or simulated teaching for their classmates. Thus, pre-service teachers at the

UNACH have few opportunities to link theory to practice while they are studying at the

university. In addition, they require the support of an experienced teacher to help them to

reflect upon their practicum and identify alternatives to their teaching practice and help walk

them through the difficulties they may encounter.

19

Therefore, after analyzing this situation, the Academic Body of the Language School

determined that it was necessary to reform the current teacher training program. In the

following section I will explore this issue more deeply.

1.3. Need for Redesigning the Curriculum

As was mentioned previously, follow-up studies of the current study program (Appendix 1)

demonstrated the need to redesign the curriculum with the main purpose of adding more

practical components. To accomplish this it was necessary to take into consideration the types

of professional knowledge which alumni require to become effective EFL teachers. Lai

(2003:6) refers to Erauts (1994) three types of professional knowledge which are:

1. Propositional Knowledge (what a professional should know within her field such as

foundation, pedagogic and subject knowledge)

2. Process Knowledge (what a professional should do professional teaching and

ethical guidelines)

3. Personal Knowledge (what a professional actually learns during professional practice

from her experience in different contexts or situations)

Thus, the teacher training program requires developing student-teachers personal knowledge

which is an ongoing learning and developing process which changes according to contexts and

audiences. (Lai 2003:6) These three types of knowledge are continuously interacting and

interdependent on each other which is similar to what Ur (1992:56) refers to as each teachers

unique theory in and on practice. However, the current LEI program is mainly based on

propositional knowledge with a lesser degree of process knowledge. Lai (2003:8) suggests that

ITT should be an integrative knowledge-making process whereby student-teachers are

provided with ample ongoing practice opportunities to try and test what is being learned which

is not only a practicum for them but also an experience for them to develop their personal

knowledge, dynamic and amoebic, as appropriate to students, environments and conditions

[in an attempt to provide opportunities for self-understanding, self-discovery and reflection in

a context-sensitive atmosphere.]

20

However, Bax (1997:34) points out that in [a] context sensitive approach to teacher

education, it will never be possible for a teacher-trainer to prepare trainees for all the contexts

in which they work now or in the future. In addition, emphasis should be placed on learners

integrating new ideas into their own experience in a creative and constructive way, instead of

merely receiving ideas. Unfortunately, in the current UNACH pre-service program this

appears to be the case, alumni receive very limited practical opportunities to apply the concepts

they have learned in the training room to that of real learning contexts and thus link theory to

practice. Given that the more field experience trainees receive, the better equipped they will be

to handle the difficulties they face in the classroom once they initiate their professional careers,

it is thus necessary to increase the amount of practicum opportunities in the LEI.

Furthermore, Britten (1985:226) recommends that ITT progressively include practice teaching

opportunities that move from in-college theoretical courses to external teaching practice. This

progression usually moves from skill-specific micro-lessons for peers, team teaching and so on

to normal class teaching in outside teaching practice.(Gower and Walters 1983 in Britten

1985:226) It is recommended that outside teaching practice be practiced more or less [on

a fulltime basis] over an extended period of time, providing the nearest possible approach to

the trainees future working conditions. (Brumfit 1979 in Britten 1985:230) Block practice

(different class types and levels) or part-time practice (distributed) are the options for this

component of ITT which aims to provide trainees with opportunities to develop their

teaching and planning skills, attitude development and role socialization, self-evaluation and

other reactive skills, and a gain in teaching effectiveness and to develop [student teachers]

individual teaching style. (Hurst 1982, Gower and Waters 1983 in Britten 1985:230)

Below, in Figure 1, I illustrate the practical field experience differences between the current

teacher training program and the new program the Tuxtla Language School hopes to begin this

fall term. (For more information see Appendixes 1: Current LEI Teacher Training Study

Program and Appendix 2: Comparisons between Current LEI Program and the Redesigned

Program)

21

The Current LEI Program The New LEI Program Limited Field Experience (at most once a semester depending on the teacher trainer.) In the 4th semester 1 practicum each for teaching Grammar/Vocabulary & Functions and Teaching Reading Comprehension; in 5th semester 1 practicum for Teaching Writing and 1 for teaching speaking skills are marked in the ITT program. (total of 4 hrs/ITT)

Mentoring Program From the 3rd 6th semesters student-teachers will initiate a mentoring program and will accompany an in-service teacher for three consecutive days for awareness raising purposes. (total of at least 108 hrs/ITT)

Social Service Most student-teachers fulfill their 480 hour social service requirement in local public schools during the 7th semester of ITT at the same time that they study 6 academic subjects. They receive no guidance or support.

Social Service Under Mentor Guidance

During the 8th semester student-teachers will complete their 480 hour social service requirement in public schools throughout the state, under the guidance of a mentor.

Practicum Component

(Teaching practice, Observation 1 & 2; Microteaching ) (total of 13 hours/week for each)

Practicum Component (Teaching the skills/Teaching Practice and Observation/Social Service) (total of 42 hours per week) Teaching Practice in 6th semester with 40 hours practice/semester as a teachers assistant, and, Teaching Practice Workshop in 7th semester with 6 hours of study/week; plus 360 hours of teaching practice to fulfill the Social Service requirement will be

conducted in public schools throughout the state.

No Standardized Reflective Component

Currently some teacher trainers are attempting to create an awareness of and to develop reflective practices through the use of portfolios but it is not specified in the LEI program.

Reflective Component A great majority of subjects require reflection as part of the evaluation criteria. This is stated as portfolio assessment in the new curriculum.

Figure 1: Current LEI Program Practicum Opportunities Compared with those of the New Program

22

As can be observed, the changes in the new program include much more field experience

under the guidance of a teacher trainer or a mentor. Another major difference is that the

teacher training program will increase from an eight semester program to a nine semester

program. In the current program alumni are permitted to fulfill their 480 hour social service

requirement starting in the seventh semester; at the same time that they are studying six

academic subjects, which can be very challenging. In the new program, the eighth semester will

be dedicated exclusively to this pursuit, thus allowing alumni to reflect more effectively in and

on practice, as well as teach in public schools across the state of Chiapas.

In the new program there is evidence of an effort to link theory to practice through reflective

practices such as long term observation opportunities, experiential learning and the use of

learning portfolios. Hopefully this new approach will allow student teachers to more effectively

develop their theories in and on practice. This program is set to begin in August 2006 and will

continue for nine semesters, initiating with the 13 th cohort of the Tuxtla Language School.

However, this new design is beneficial for future alumni, but how can we assist the alumni of

the current program? Given that. the current program is flawed and does not

appropriately prepare alumni for the reality of teaching in Mexican schools, how may

we address NQTs needs based on the fact that they received limited field experience

and that the culture of the schools where they begin their careers is not very

supportive? In each school, beginning teachers will have to adapt to the way things

are done there since each school culture is situationally unique and is shaped by its

history, context, and members. In the following section of this study I will explore the

concept of school cultures more deeply and how these may make the transition from

the training room to the classroom even more troubling for NQTs.

1.4 The Culture of Mexican Schools

According to Hargreaves (1994: 165), cultures of teaching comprise beliefs, values,

habits and assumed ways of doing things among communities of teachers who have to

deal with similar demands and constraints over many years. Thus, teaching cultures

23

involve dealing with colleagues, school administrators, parents and students. This

author considers that there are four broad forms of teacher culture:

1. Individualism (the teacher is on her own)

2. Collaboration (which is spontaneous , voluntary, development oriented and

ideally takes teacher development beyond personal, idiosyncratic reflection

or dependence [ upon] outside experts to the point where teachers can learn

from each other, sharing and developing their expertise together, [as well as

leading] to a greater readiness to experiment and take risks , and with it a

commitment to continuous improvement.)

3. Contrived collegiality (administratively imposed, compulsory, time and space

bound and implementation oriented)

4. Balkanization (teachers become divided into separate isolated groups within

the school community as is the case of EFL teachers, NQTs, secondary

teachers, etc.)

(Hargreaves 1994::166, 189, 194, 196)

It is an unfortunate fact that a great number of teachers in Mexico teach in isolation,

separated from their colleagues. In the case of the few opportunities in which teachers

do work collaboratively, it is usually a case of contrived collegiality and [tends] to be

around materials, discipline and individual student problems rather than about

curriculum goals, teaching behavior or classroom learning. (Little 1990 and Lortie

1975, in Hargreaves 1999:8) Thus, there is a lack of professional dialogue that might

cause teachers to reflect on and reshape their practice in ways that would serve

students better.(Little 1990, in Hargreaves 1999:9)

Feiman-Nemser and Floden (1986: 505 -6) state that many teachers are reluctant to

request help or to offer guidance without being asked [since] the norm of

noninterference [usually exists] in a system where shared problem solving rarely

occurs and teachers are expected to work things out on their own. These authors

suggest that teaching cultures are embodied in the work-related beliefs and the

knowledge teachers share beliefs about appropriate ways of acting on the job and

24

rewarding aspects of teaching, and knowledge that enables teachers to work.

(Feiman-Nemser and Floden 1986:508)

LEI alumni study in a very supportive atmosphere at the Tuxtla Language School,

where the total alumni population is below 200. Student-teachers receive a great deal of

assistance from teacher trainers; in addition, each student is assigned a tutor who acts

as a guidance councilor. However, once they leave the university most NQTs jump

from a warm caring environment to that of the non-nurturing schools where they find

their first teaching positions; this can be traumatic.

When these novice educators attempt to put into practice many of the innovative

practices which they learned in the LEI program, I have found that they quickly

become discouraged and submit to peer pressure to conform and revert to

traditional ways of teaching to not upset the status quo since it is common for NQTs

to learn their views from other teachers. [since] the novice imitates other teachers

and learns from them about the acceptability of different ways of acting. (Feiman-

Nemser and Floden 1986:520) In effect, NQTs quickly learn that is not how we do

things here from colleagues. Thus, the culture of a school can be absorbing.

Furthermore, dealing with school administrators and parents can be very stressful,

especially in the case of private schools in Mexico where the problems seem to be

greatest with young learners where, due to the fact that parents pay tuition, they feel

that they have a right to comment and pass judgment on teachers performance. When

dealing with parents, teachers see the ideal relationship as one in which the

parents support teacher practices, carry out teacher requests, and do not attempt to

interfere with teacher plans. (Lightfoot, 1978; Lortie, 1975; McPherson, 1972 , in

Feiman-Nemser and Floden 1986: 509). However, in Mexico a great number of parents,

especially stay at home mothers of learners in private schools, do not play such a

passive role and may be considered meddlesome. In the case of NQTs these parents

may make more demands on novice educators than the students themselves.

In regard to relationships with school administrators, most teachers want little

interference [especially in regard to their individual practices, yet] they wish

25

[administrators] would act as buffers between them and district administrators,

parents, and other community members. (Biklen 1983, in Feiman-Nemser and Floden

1986: 509). However, in the authoritarian atmosphere of the majority of Mexican

schools, administrative staff is usually not very supportive and expect NQTs to comply

with the same administrative duties as more experienced faculty. As a consequence of

all of the above, many Mexican educators feel threatened by both administrators and

parents who may be critical; in the case of NQTs this situation may be extremely

stressful since they are struggling to survive as well as dealing with feelings of

inadequacy.

Moreover, once they complete their teacher training program at the University, most

alumni quickly become so immersed in their own personal agenda that they soon lose

touch with the UNACH language school and classmates. As a result, these

inexperienced beginning teachers often find themselves teaching with virtually no

support network, neither from their workplace nor from the University. Thus, what is

needed is guidance for NQTs to adapt to each new school culture to be able to

perform their job to the best of their abilities. In the following section I will address the

need for more collaborative support amongst teachers to improve their professional

practices.

1.4.1. Collaborative Teaching Cultures

Teachers should not work in isolation; they require opportunities to interact with other

practitioners to enrich their teaching practices and to explore alternatives to what they

do in the classroom. Hargreaves (1999:11) refers to the concept of collaborative

teaching cultures which may help experienced teachers to improve their practices.

This author identifies key factors for the usefulness of collaborative teaching cultures

in professional development since they allow teachers to:

Keep up with the changes in what teachers are expected to teach,

Determine the selection of teaching strategies to be implemented depending on

the needs of students in specific contexts,

26

Deal with social work such as the responsibilities associated with learning

and discipline problems,

Integrate special needs students into ordinary classrooms, which most teachers

are not equipped to handle, requiring more work for already overworked

educators.

Thus, cultures of collaboration are an essential part of effective teaching practices

whereby when this collaboration extends beyond [just] talk into practice and joint

work among teachers, when the ties between teachers are strong and professionally

meaningful, then the benefits are likely to be especially positive. (Little 1990 in

Hargreaves 1999:12) McLaughlin (1997 in Hargreaves 1999:12) states that like

students, teachers learn by doing, reading and reflecting, collaborating with other

teachers looking closely at students and their work, and sharing what they see . In the

following section I will explore how these cultures of collaboration may be beneficial to

assist NQTs to deal with the complexities they face when they first enter schools and

classrooms.

1.5 Possible Solutions to Provide Support for LEI NQTs

Since practitioners need to understand the complexity, artistry and demandingness of

classroom teaching, (Clark 1998, in Tom and Valli 1990:380) and pre-service teachers

personal theories [should have been] tested against experience that [encouraged]

the development of reflective skills [but unfortunately were not in the existing ITT

program,] when pre-service teachers finally enter the classroom they feel that the

university has failed [them.] (Simpson 2000:7) This emotion of informed

pessimism (Brandes and Ginness 1989, in Simpson 2000:8) is typical for most of the

LEI students. Most trainees end up abandoning what they learned in ITT and focus

on their survival in an educational culture that [is] countervailing to their course,

and center [more] on their role relationship with students and in covering a prescribed

27

amount of course content, [thus,] teachers need basic classroom control to survive.

(Simpson 2000:8)

In the following figure I compare Odel and Hulings (1998:68) novice support needs

with the situation which exists for LEI students in the current teacher training

program:

Novice Teachers Support Needs (After Odel and Huling 1998:68)

Current Situation of Alumni in the LEI

Quality preparation programs that incorporate a variety of field experiences.

Theoretical based teacher training program which incorporates very limited field experiences.

Reasonable assignments in school contexts that support and facilitate teacher growth.

NQTs take any convenient job available; in most institutions they are left on their own to sink or swim.

Systematic induction support that includes a variety of supportive components.

Virtually no support network in place from the teacher training college (UNACH) and very limited support from schools.

Clearly communicated expectations about what constitutes quality teaching.

No clear specifications from each institution about what is expected of their on the job performance.

Teacher assessment procedures and measures that are consistent with the developmental nature of learning to teach.

Most assessment procedures are evaluative and not developmental. CPD is not common.

Integrating new practitioners into a school community and school culture that supports CPD.

Most Mexican schools have no induction program for new practitioners into the school community or school culture, opportunities for CPD are limited.

28

Figure 2: Novice Teachers Support Needs Compared to What LEI Teachers Receive

To better prepare NQTs to cope with this situation it is necessary to implement some

type of support or mentoring system. Fullan and Stiegelbauer (1991:301,304) suggest

that induction programs, that is, deliberate support programs for teachers[ as they]

struggle for survival. are useful to help NQTs cope with the difficulties of the

transition period into teaching where they may encounter the sink or swim

individualism characteristic of traditional schools cultures or the inbuilt support of

collaborative work cultures. In Chapter Two I will explore these concepts more

thoroughly.

Summary

This chapter has been valuable to understand the context of this study. It began by exploring

the follow-up studies which have been conducted at the Tuxtla Language School of the current

LEI program, continued with an analysis of the troubles which LEI novice teachers are

experiencing in their transition from being students of teaching to becoming teachers of

students and the current teacher training program. The need for redesigning the curriculum

followed with an emphasis on how important a practical component is in ITT. Finally, this

chapter ended with an exploration into the concepts of school cultures. As a result, the case

was made for the need for a support network for graduates of the current LEI program since

the UNACH did not fully prepare alumni to effectively deal with the complexities they face in

adapting to work life, school life, and the classroom. In Chapter Two I will explore the

different possibilities available to provide support for NQTs.

29

CHAPTER TWO

EXPLORING THE POSSIBILITIES OF SUPPORT FOR NQTS

Introduction In Chapter One I examined the difficulties NQTs of the LEI program faced once they leave

the University and enter classrooms. The failure of the teacher training program to adequately

prepare students and the cultures of schools where they begin their professional careers were

identified as the key issues. Thus, NQTs require a support system to be able to successfully

face the complexities they face in the transition from pre-service to service teaching. Chapter

Two explores the possibilities of support which may be provided to novice educators. I begin

the chapter by examining NQTs needs for support, followed by a discussion of the concept of

learning communities and the use of asynchronous discussion forums in the creation of an

anytime, anywhere support facility. Finally, I examine the advantages and disadvantages of

using electronic learning communities in an effort to enhance NQTs learning experiences in

my community.

2. NQTS Priorities

In Chiapas, students of the LEI program study a teacher training program at the university,

and then are directly employed as EFL teachers. We assume that these novice teachers enter

the classroom with a suitcase of knowledge and skills needed to teach and then spend their

careers unpacking and perhaps rearranging the contents of this suitcase. (Odel and Huling

1998:67) Unfortunately, it is a sad fact that most novice teachers struggle with virtually all

aspects of teaching (i.e. classroom management, knowledge of the curriculum, instructional

practices, adapting to the school culture, dealing with school administrators and parents, and,

filling out paperwork). Putz (1992) classified beginning teacher priorities into four categories:

teaching, planning, relationship and other concerns. Figure 3 compares these with the priorities

of LEI NQTs at the UNACH:

30

Priorities According to Putz (1992) Priorities for LEI NQTs Teaching concerns (i.e. class management, student motivation and participation, evaluation and accommodating individual differences among students.)

Due to the large size of groups in Mexico (i.e. up to 50 students per class) class management is a crucial issue. The limited practical content of LEI program does not adequately prepare student teachers for real life situations in most Mexican schools. Students in the majority of Mexican schools are mixed ability per classroom which exerts enormous pressure on beginning teachers.

Planning concerns (inadequate amounts of planning time, scheduling time to deal with workload, locating resources)

Quantity vs Quality: Teachers are chambistas in Mexico (i.e. many teachers work at two or three schools to survive economically). As a consequence, novices are overburdened and have little available time for reflection, planning or locating and designing teaching resources.

Relationship concerns ( dealing with school authorities, colleagues, parents and personal relationships)

Authoritarian administrative attitudes which provide limited support to novices and demand that they do the job as effectively as experienced teachers. Mexican parents judgmental attitude when dealing with their childs academic problems. Professional envy may limit the support more experienced colleagues provide especially in an individualistic culture such as exists in Mexico. Personal problems with spouse and family when teacher is too busy with workload.

Other concerns (school policies, academic goals, personal concerns such as the lack of repertoire of instructional approaches, and the lack of familiarity with textbooks and resources to be used as well as the exhaustion associated with teaching, assuming the role of a teacher, and applying theory to practice.)

NQTs had few opportunities for field experience in the LEI program, which limits their teaching skills. Initiating a career with the adjacent responsibilities and obligations this implies may be challenging for many young inexperienced novice educators. Adapting to the unique school culture may be stressful and confusing since Mexicans are not typically team players. Filling out the endless paperwork which is a requisite in Mexico (dosification, status reports, report cards, etc.) is stressful and time-consuming.

Figure 3: Putz Beginning Teacher Priorities (1992) Compared to those of LEI NQTs

31

As a consequence, novices often struggle with the complexities and contradictions of teaching

within the isolated, individualistic culture of schools, (Rogers and Babinski 1999: on-line)

where it is not common for colleagues to discuss teaching and what goes on in the

classroom. (Lieberman and Miller 1984, in Rogers and Babinski 1999 on-line), resulting in

most beginning teachers experiencing a sense of isolation, discouragement and fear of asking

more experienced colleagues for support since they do not want to appear incompetent. Who

then may provide this type of assistance to struggling NQTs? In the following section I will

address this issue.

2.1. Support for NQTS

According to Moore Johnson et al (2001: online) a great number of new teachers report

receiving little guidance about what to teach or how to teach it when they are newly

employed. These authors explore how novice teachers struggle managing a classroom,

choosing or creating curriculum, developing sound instructional strategies, accurately assessing

student understanding, and adjusting to student needs. They address the need for new teachers

to receive time and support to develop the necessary knowledge and skills to become

successful educators since neither the structures nor cultures of schools seem to be geared

toward their unique needs as novice teachers. This support must be both professional and

personal since novice teachers are often dealing with feelings of vulnerability, inadequacy,

incompetence, discouragement, anxiety and frustration, as they aspire to become effective

teachers.

Stroot et al (1998:on-line) point out that a great number of beginning teachers are not in the

habit of sharing their teaching experiences; most of their available time is spent interacting

with students in classroom settings, which allows limited time for professional interaction with

colleagues. However, they must share ideas and discuss issues with colleagues for who else

can better understand their situation and offer alternatives?

Without input from other professionals about the extent to which [novice teachers practices] are effective, [NQTs rely on their]limited experiences to make these judgments. (Stroot et al 1998: online)

32

By not discussing issues with colleagues, novice educators will frequently remain behind closed

doors, resorting to trial-and-error and sink-or-swim methods of learning to teach. (Stroot et

al 1998:on-line) Berliner (in Barry et al 2002: 6) and Odell and Huling (1998: 68) identify five

stages of teacher development:

Novice (characterized by survival and discovery)

Beginner (characterized by experimentation and consolidation)

Competent (characterized by mastery and stabilization)

Proficient (characterized by analysis and deliberation)

Expert (characterized by fluidity and flexibility)

Berliner (2001, in Barry et al 2002:6) suggests that the right kind of teacher support can guide

teachers from the novice stage, when they are relatively inflexible in their teaching routines,

to the expert stage, when they often appear to teach effortlessly and take advantage of new

information, quickly bringing new interpretations and representations of [a classroom]

problem to light. (Barry et al 2002:6) It is my belief that most universities in Chiapas

essentially cut the cord once their graduates leave campus. It is typical for Mexican universities

to concentrate almost exclusively on pre-graduate studies since funds and resources are limited.

However, it is necessary for NQTs to receive some type of assistance when they begin their

professional careers since they often feel frustrated and incompetent when they first enter the

workforce due to the complexities of teaching. This is especially the case of the need for

emotional support. Hargreaves (1998:838) refers to teaching as an emotional practice where

there is a need to be supported by colleagues and [a willingness] to take risks in [order to

improve] their craft. It involves emotional and cognitive understanding grounded in

experiences which people share in common as well as creating conditions where greater

emotional and cognitive) understanding can occur between colleagues [which] should be

an educational priority. As was mentioned in Chapter One, LEI student-teachers transition

from a very supportive and nurturing training program to that of virtually being on their own

to sink or swim.

33

Stansbury and Zimmerman (2002) refer to the need for viewing beginning teacher support as

a continuum, starting with personal and emotional support, expanding to include specific task -

or problem-related support and, ideally, expanding further to help the newcomer develop a

capacity for critical self-reflection on teaching practice. These authors identify the following

aspects of support:

1 Personal and emotional support to deal with the complexities of initiating their

professional careers.

2 Task- or problem-focused support to assist beginning teachers to confront specific

problems on a day to day basis.

3 Critical reflection on teaching practice by identifying a problem and proposing

alternative practices collaboratively.

Thus, critical reflective practices are essential for teachers to develop professionally. Underhill

(1992:76) refers to four cyclical stages in this process:

1 Stage 1 .Unconscious Competence (teachers are not aware of what they are not doing well.)

2 Stage 2. Conscious Incompetence (teachers are aware that they are not doing well)

3 Stage 3. Conscious Competence (teachers become aware that they are teaching more competently)

4 Stage 4. Unconscious Competence (new competence becomes second nature)

Most NQTs fluctuate between stage 1 and 2, hence, this is a crucial period for their teacher

development. To be able to develop their teaching expertise they require opportunities to

reflect and make sense of issues. In the company of peers, in an atmosphere of

understanding, honesty, trust and caring it is possible to provide support which may allow

novices to develop their awareness of primary and secondary experiences (what I tell myself

and what others can tell me.) (Underhill 1992:77) McNally and Oberski (2003:70) state that

the very nature of learning to teach - of needing time to come to terms with a bewildering

assortment of interactions, and decisions, of coping with life and work transitions is a very

complex process. In the following section of this study I will address possible responses for

helping novice teachers move forward in their learning continuum.

34

2.1.1. Mentoring and Induction Programs

Since NQTs are in a vulnerable position, they require professional and emotional support to

successfully deal with this complex stage of their professional careers. These needs may be met

through mentoring and induction programs. Mentoring programs provide new teachers with

a designated support person (the mentor), usually for a year, [whilst] induction is a process

used by schools to train, support, and retain new teachers [and are] highly organized and

comprehensive staff development processes involving many people and components (Wong

2003:24)

According to Nicholls (2002 in Jarvis 2002: 133), mentoring is a nurturing process which

fosters the growth and development of an individual. For Blanford, (2000 in Jarvis 2002:141)

mentoring is a process through which knowledge and understanding, skills and abilities may

be passed on to less experienced practitioners. Huling-Austin (1990) (in Fullan and

Stiegelbauer1991:304) point out that that induction programs typically include the following

goals:

To improve teaching performance.

To promote the personal well-being of beginning teachers by improving teachers

attitudes towards themselves and the profession.

To transmit the culture of the system to beginning teachers.

Putz (1992) points out that in the United States beginning teacher induction programs may

typically include a great deal of field experience in ITT under the tutorship of mentors,

workshop sessions, in-service programs, communications and support networks, and school-

based assistance and support; with the main aim of providing NQTs with guidance and

orientation during the complex transition into their first teaching jobs. It is unfortunate that in

Mexico these programs are virtually non-existent since they are extremely difficult to set up.

One factor why this is so is finding the funds to provide this type of support, another is

cultural are Mexican teacher trainers prepared to nurture NQTs or do demands on workload,

logistics, ideology and available time for such pursuits limit the feasibility of accomplishing

this type of support in Chiapas?

35

Nonetheless, ideally, universities should provide novice educators with support networks as

they transition from novice educator status to that of becoming expert classroom leaders. With

no support system in place, most NQTs will resort to survival instructional strategies in their

initial years of teaching. These make-do approaches negatively affect student learning and

bypass the opportunity for novices to learn from attempts at good teaching practice. (Barry et

al 2002:5)

The LEI program tends to teach theories and to develop knowing about teaching but is

seriously deficient in consciously linking theory to practice. To help beginning teachers there is

a need to develop successful teaching practices based on case knowledge which NQTs

experience in school settings; the more experience they have, coupled with reflective practices,

the more successfully they will be able to handle the difficulties they encounter on a day to day

basis in a classroom.

As a result, NQTs need to consciously link interpretations of classroom events with their own

personally constructed theories to become what Schn (1983 in .Malderez and Bodoczky 1999:

13) refers to as reflective practitioners. In the following section I will explore this concept further.

2.1.2. According to Nicholls (2002 in Jarvis 2002: 133), mentoring is a nurturing process

which fosters the growth and development of an individual. For Blanford, (2000 in Jarvis

2002:141) mentoring is a process through which knowledge and understanding, skills and

abilities may be passed on to less experienced practitioners.. NQTs theories in and on action

are constantly shifting in a continuum depending on their VABs (values, attitudes and beliefs),

those of their students and the school culture, the educational system and the society where

they live (in this case Mexican culture) which influence their objectives, learning results and the

final outcome. Hence, LEI NQTs behavior, as well as that of their learners, is affected by the

social climate in the classroom, the school and the existing educational system.

In the following figure I illustrate how reflective practices may develop NQTs knowledge,

skills and awareness.

36

Figure 4. LEI NQTs Reflection Cycle In and On Practice

(After Handal and Lauvas 1987:107)

In the following section I will examine ways in which institutions may help support NQTs

teacher development.

2.1.3 Institutional Support for Promoting Personal Knowledge

Practicing teachers personal knowledge can be co-constructed through exploration and

questioning. Teacher-learning institutions must provide opportunities to promote and enhance

novice teachers personal knowledge construction to develop competent and resilient NQTs.

It is my belief that developing a facilitive climate for NQTs to share ideas in an empathic, non-

judgmental and supportive manner will foster teacher development and raise colleagues

NQTs

Objectives

Outcome NQTs behavior Ss behavior &

experience Social climate

NQTs

theory in & on action

NQTs VABs Ss VABs

Parents VABs School Culture

Mexican Educational System

Mexican Culture

Teaching

&

Learning Results

37

awareness of issues. Nonetheless, it is important to remember that teacher development is

concerned with change and can only be self-initiated, self-directed and self-evaluated

(Underhill 1992:79); beginning educators must achieve it for themselves, although colleagues

may be instrumental in providing the framework for being open to change, developing an

awareness of teaching practices and how they affect learners, colleagues and others and how

these may be realistic for each NQTs context, which is a crucial part of NQTs ongoing

professional development. Underhill (1992:79) refers to this as experiential enquiry whereby

teachers learners and colleagues may provide the trigger for change and development

concerning teaching practices. In the following section I will explore the need for developing

learning communities for NQTs.

2.2. Developing LEI NQT Learning Communities

Since the 1990s, learning communities have become popular in Continuous Professional

Development. Such development networks are also called collaborative learning communities

(Mercer 1995), or, collaborative groups (Diaz-Maggioli 2003). Their on-line equivalents are

known as virtual communities (Rheingold in Mercer 2000), asynchronous learning networks

(Black 2005) or virtual knowledge communities (Cummings et al 2005), and are widespread in

development organizations.

Burgoyne (1978, in Jarvis 2002:143) refers to the concept of a learning community as a

learning situation where a group of people come together to meet specific and unique learning

needs to share resources and skills. Wenger (1998b: on-line) defines learning communities as:

Groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis.

These communities can be successful in providing educators with an opportunity to explore

issues together since their members share many characteristics which allow them to work

collaboratively in an atmosphere of trust and mutual respect. Thus, a learning community is a

place for sharing and creating knowledge collaboratively and develops around things that

matter to people. As a result, their practices reflect the members' own understanding of what is

38

important. Lave and Wenger (1991 in Tzouris undated: 7) describe the term as an activity

system about which participants share understanding concerning what they are doing and what

that means in their lives and for their community.

In setting up a community of learners it is important that members share the following

resources for mutual intellectual activity (After Mercer 2000: 116)

A History ( in this case all NQTs have successfully completed the LEI teacher

training program)

Collective Identity (all define themselves as EFL teachers)

Mutual Obligations (all work as EFL teachers and must manage classes, check

homework, prepare materials, deal with parents and administrators, etc)

A Common Discourse (all share a common specialized language repertoire)

The final outcome of this type of community will ideally be a community that learns rather

than a community of learners. (Tu and McIssac 2000:235) It is my belief that fostering the

development of a learning community enhances professional development through peer

discussion and collaborative support.

According to Heider (2005:on-line), a complete support system for beginning teachers should

ideally include certain characteristics. In the following figure I state my expectations of what I

hope to achieve through this study in comparison to his recommendations:

Ideal Situation (After Heider 2005) What I hope to achieve with this study

Mentor guidance.

Encourage NQTs to become peer

mentors

Supportive communication from

principal, other administrator, or department chair at educational institution.

Encourage novice teachers to provide

supportive communication for each other online thus developing virtual learning communities.

Participation in an external network of Foster involvement in an online novice

39

teachers. teacher support network with the hope that it will enrich NQTs personal and professional lives.

Figure 5: Ideal Teacher Support System in Comparison with My Expectations

with this Pilot-Study

In the absence of a support network by faculty I believe that a peer support network is the

next best thing since alumni are familiar with the problems which colleagues experience. In the

following section I will discuss this possibility in greater detail.

2.3. Establishing an On-line Peer Support Network

Currently, there appears to be a tendency to take advantage of new technology to address

reflective practices. It is my belief that the use of an asynchronous discussion forum may be a

possible response to address beginning teachers concerns and provide them with an anytime,

anywhere opportunity to share ideas, discuss issues and develop a collaborative support

network; in effect it may serve as a life-raft for struggling NQTs who may feel that they are

drowning. Nonetheless, to construct knowledge Mercer (1995: 77 78) believes it must be

put into words, shared and must frame experience. Education, for this author, is a

developmental process in which earlier experiences provide the foundation for making sense of

later ones (1995:33), and scaffolding, whereby a knowledgeable colleague talks the other

through her actions since [explaining] ideas to someone whatever their relative ability,

is useful because it encourages the development of more explicit, organized distanced kind of

understanding. (Mercer 1995:90) Most of a teachers development occurs in the context of

the classroom through everyday teaching practices, NQTs require contact with mentors, access

to resources, and support from peers and other members of the educational community if they

are to evolve their practice. Co-operative development (Edge 1992:62) is a way of working

together with someone in order to become a better teacher in your own way. It requires a

relationship of trust and confidentiality bound together by respect, empathy and honesty.

Given that currently there is no support network in place at the Tuxtla Gutierrez Language to

ease LEI NQTs transition from pre-service to service teaching in the present program, a

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viable alternative to a traditional support network may be to provide NQTs with an

opportunity to help each other.

The development of a novice teacher learning community may provide NQTs with a safe

place (Rogers and Babinski 1999:on-line) in which to address their concerns with colleagues

who are most likely going through the same difficulties. Since these may be set up at minimal

cost to the university and allow for peer mentoring they are a feasible alternative to provide a

support network for NQTs from the LEI program.

This study is my attempt to assist novice educators in developing a peer learning community to

support them as they adapt to the complexities of work life, school life and classroom life.

Heron (1974 in Tosey 2002:146 - 151) outlined key principles and implications of peer learning

communities:

1. Personal development (body, mind and spirit)

2. Community interaction (engaging in experiential learning together, participating in

and being exposed to the groups dynamics so that each person shows their

vulnerability and opens themselves to receive the groups support.)

3. Facilitation (active and aware involvement within a structure that cultivates

development)

4. Formal interdependence (participants rely on and work with each other)

5. Power sharing (there is cooperation)

6. Boundary management (a closed community)

7. Critical thinking (reflective practices)

Thus, through the development of a peer learning community novices may achieve teacher

development. In the following sections of this study I will explore the concept of NQT

learning communities.

2.3.1. NQT Learning Communities

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Novice teacher learning communities allow groups of beginning teachers to come together for

support and guidance with the aim of discussing or questioning teaching practices. Heider

(2005: on-line), states that a main strength of these communities is that participants are new

teachers who are empathetic to each others problems and concerns. These communities

may be developed in face-to-face discussion groups or through electronic forums.

On-line forums may be an ideal method to provide psychological support offering sympathy

and perspective as well as instruction related support (the nuts and bolts of teaching)

(Stansbury and Zimmerman 2000, in Mutchler undated: on-line) and opportunities for teacher

development (understanding the art and science in pedagogy) to provide support across

geographical boundaries.

The ultimate goal is for the novice teacher to gain independence as ... [professionals] who [are] empowered to draw from a foundation of experience-based knowledge and "collective wisdom about good practice"(Feiman-Nemser, Parker, and Zeichne1990, in Mutchler undated: on-line).

In the following section of this study I will explore the concept of on-line learning

communities as well as how they may be beneficial for providing novice educators from the

LEI program with collaborative support; the concept of potential limitations of this

technology will also be addressed.

2.4. On-line Learning Communities

Increasingly, on-line learning communities are becoming popular around the world to facilitate

learning among different groups of people. In the teaching community they are usually viewed

through a socio-constructivist framework in which participants jointly construct knowledge

which is, in part, mediated by the use of technology as a tool, (Wilson Carboni 1999:3) with a

strong emphasis on experiential learning, reflection on teachers own teaching practices,

collaborative learning and problem focused learning. (Loucks-Horsley 1995, Sparks 1994, in

Wilson Carboni 1999:1). Owen et al state that

Successful learning involves reflection on experience and the transformation of that experience through conceptualization and action

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(Kolb, 1984) this process occurs in a social context... through textual dialogue with others.(Owen et al 1998:12)

These virtual learning communities are a convenient way for busy teachers to find the time to

support each other to promote professional development since they recognize the expertise of

educators while at the same time providing them with opportunities to challenge each others

ideas and insights for professional growth. In the case of NQTs they may be especially

beneficial in exploring issues such as class management, developing a wider repertoire of

teaching strategies, strategies for dealing with discipline and behavioral problems, sharing of

resources, and, how to adapt to school-life and working-life which were identified as major

concerns of most LEI alumni. In addition, given that they may be set up at minimal cost to the

university and allow for peer mentoring they are a feasible alternative to provide a support

network for NQTs.

The term "online communication" refers to communication via networked computers. It

encompasses:

Synchronous Groups.

Groups are interactive. Members communicate using text-based communication

in real time. These groups meet at a scheduled time to encourage consistent

participation.

Asynchronous Groups.

Members post messages at their convenience.

Virtual communities offer participants the opportunity to interact with other learners in

sharing, constructing, and negotiating meaning, which leads to knowledge construction. (Lock

2001 in Maples et al 2005: 111) In the case of this study I have decided to develop an

asynchronous discussion forum in an attempt to provide LEI NQTs with an anytime

anywhere support system.

2.4.1. Challenges in Starting and Supporting On-line Learning Communities

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I am aware of the difficulty that using a discussion forum entails since I have previously used

this resource on two occasions: once in Spanish to obtain a diploma in Tutoring University

Students to help combat the dropout rate at our University and the second time in English

while undergoing my MEd studies. I have found them to be a rewarding experience which has

allowed me to view issues from others perspectives as well as to develop my creative

cognitive processes since my learning became more interactive (Salmon 2000:32) and to

develop both personally as well as professionally in an effort to become more reflective and

inquiry driven. However, I am also aware that it depends on personal preferences and that not

everyone appears to enjoy or benefit from the experience since potential users must learn how

to use them and many resist using unfamiliar technology. As a result, I am curious to explore

the use of this technology and am attempting to foster the formation of an on-line learning

community for graduates of our LEI program in the hopes that it will be as beneficial for them

as it is in my case.

However, there are many challenges involved in setting up this type of facility. They include:

The management challenge is to get alumni involved in this type of learning community

and motivate them to participate since participation must be encouraged.

The community challenge is to foster an awareness of its value for both personal and

professional development.

The technical challenge is to design a forum which is easy to use and encourages

participation from potential participants.

The personal challenge to encourage NQTs to share their ideas and be open to the ideas

of others in a format that is unfamiliar for most.

Clark (1998: on-line) defines three important principles for developing successful on-line

learning communities:

1. On-line learning communities should be grown, not built. Moderators need to

understand that it is a process and that potential users require a great deal of nurturing

to use this resource effectively. When there is active involvement and commitment

from participants they may grow into unique and supportive environments.

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2. On-line learning communities need leaders who help to define the environment, give

them purpose, identity and keep them growing.

3. Personal narrative