"I'm Finally Getting That Help That I Needed": Early Career Teacher Induction and Professional Learning

Autor/inn/en	Mansfield, Caroline; Gu, Qing
Titel	"I'm Finally Getting That Help That I Needed": Early Career Teacher Induction and Professional Learning
Quelle	In: Australian Educational Researcher, 46 (2019) 4, S.639-659 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mansfield, Caroline) ORCID (Gu, Qing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-019-00338-y
Schlagwörter	Teacher Orientation; Learning Activities; Faculty Development; Educational Quality; Teacher Effectiveness; Beginning Teachers; Teacher Attitudes; Peer Relationship; Criticism; Coaching (Performance); Informal Education; Educational Environment; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Lernaktivität; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Junior teacher; Junglehrer; Lehrerverhalten; Peer-Beziehungen; Kritik; Informelle Bildung; Nichtformale Bildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Australien
Abstract	This paper reports findings from a study of early career teachers (ECTs) in Western Australia. The aim of this study was to investigate the professional learning activities of ECTs and the perceived impact of these on their professional development. Data were gathered via two online surveys and interviews. Findings reveal that ECTs participated in a range of formal and informal professional learning activities which were accessed through the Department of Education and their schools. The activities that had the greatest perceived impact on professional development were engaging in informal dialogue with colleagues and participation in an in-class coaching programme. Results lend support to the criticism of the unhelpful dichotomy between formal and informal learning in the provision of professional learning activities for teachers, and ECTs especially. They also highlight the critical role played by relationships and school contexts in ensuring the future generation of teachers are equipped to provide high-quality teaching and will remain resilient and committed to the profession beyond the early career years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01