Induction Program Structures as Mediating Factors for Coach Influence on Novice Teacher Development

Autor/inn/en	Mitchell, Douglas E.; Kwok, Andrew; Huston, Debbee
Titel	Induction Program Structures as Mediating Factors for Coach Influence on Novice Teacher Development
Quelle	In: Professional Development in Education, 46 (2020) 5, S.812-832 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kwok, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2019.1643394
Schlagwörter	Beginning Teacher Induction; Beginning Teachers; Coaching (Performance); Program Effectiveness; Participant Satisfaction; Professional Development; Teacher Attitudes; California + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerverhalten; Kalifornien
Abstract	This mixed methods study explores a comprehensive survey administered in one induction program of over 2000 novice teachers and 1000 of their coaches. Quantitative analyses through Structural Equation Modeling indicate the mediating impact that coaches have on various design features of induction, which then have an impact on novice teacher learning and pedagogy. Qualitative analyses of comments reveal respondent satisfaction with programmatic structures in influencing their induction experiences while reiterating the importance of coaching. Findings have two main implications: 1) the impact of quality coaching for novice teacher professional growth, in conjunction with the importance of matching novice teachers and their coaches appropriately, and 2) the significance of curriculum, technology, and customer service in having an impact on the overall novice teacher and coach experience throughout induction. These findings have implications for the work of coaching and design features of induction programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01