The Analysis of an Unsuccessful Novice Teacher's Induction Experiences: A Case Study Presented through Layered Account

Authors

Sara Winstead Fry, Boise State UniversityFollow

Abstract

Although induction support is heralded as an effective way to reduce high attrition among beginning teachers, nationwide increases in induction participation have not been accompanied by a comparable reduction in attrition rates. This inconsistency suggests some induction programs may not provide adequate support. This article presents the results of a case study that explored the experiences of a beginning teacher who left the profession despite participation in an induction program. The research question was: "Why was Stella unsuccessful in her second year of teaching?" The results are presented through the postmodern ethnographic method of layered account (Ronai, 1997). In addition to raising questions about how to effectively support new teachers, this article includes a discussion of methodological limitations, ethics, subjectivity, and researcher response to participant distress.

Keywords

Induction, Struggling Teachers, Case Study, Layered Account

Publication Date

9-1-2010

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2010.1336

Recommended APA Citation

Fry, S. W. (2010). The Analysis of an Unsuccessful Novice Teacher's Induction Experiences: A Case Study Presented through Layered Account. The Qualitative Report, 15(5), 1134-1190. https://doi.org/10.46743/2160-3715/2010.1336