Novice Teacher Vertical Professional Development? Exploring Teachers' and Coaches' Beliefs throughout a Two-Year Induction Program

Autor/inn/en	Kwok, Andrew; Keese, Jeffrey; Suárez, Mario I.; Mitchell, Douglas; Huston, Debbee
Titel	Novice Teacher Vertical Professional Development? Exploring Teachers' and Coaches' Beliefs throughout a Two-Year Induction Program
Quelle	In: Learning Environments Research, 25 (2022) 1, S.255-270 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kwok, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-021-09360-3
Schlagwörter	Beginning Teachers; Faculty Development; Teacher Attitudes; Beliefs; Coaching (Performance); Teacher Orientation; Predictor Variables; Differences + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerverhalten; Belief; Glaube; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Prädiktor; Unterscheiden
Abstract	The pedagogical beliefs of novice teachers and their coaches throughout a two-year induction program and how those beliefs impact their induction experiences were explored. Mixed methods were used to explore survey responses from novice teachers and their supporting coaches. We used t-tests to identify differences in specific beliefs within groups over time and across groups, and multiple linear regressions to identify how respondent beliefs about different aspects of induction predict novice teachers' program outcomes. We also qualitatively analyzed comments to learn how Candidates and Coaches viewed their induction experience differently. The study identified differences in how novice teachers and their coaches process induction and, more importantly, the need for greater connection across novice teacher learning environments. That is, there needs to be more-coordinated efforts to create vertical professional development for novice teachers. Findings have implications for induction design and structures to help to promote novice teacher development. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01