Early Career Teaching Progression: Examining Canadian Teachers' Experiences during Their First Five Years in the Profession

Autor/inn/en	Kutsyuruba, Benjamin; Walker, Keith D.; Matheson, Ian A.; Bosica, John
Titel	Early Career Teaching Progression: Examining Canadian Teachers' Experiences during Their First Five Years in the Profession
Quelle	In: New Educator, 18 (2022) 1-2, S.1-26 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kutsyuruba, Benjamin) ORCID (Walker, Keith D.) ORCID (Matheson, Ian A.) ORCID (Bosica, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2021.1940406
Schlagwörter	Foreign Countries; Beginning Teachers; Beginning Teacher Induction; Mentors; Teaching Experience; Teacher Persistence; Career Development; Job Satisfaction; Faculty Mobility; Canada + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Berufsentwicklung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Kanada
Abstract	Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers' retention. Using the results from a pan-Canadian "Teacher Induction Survey" (N = 1343), we compared ECTs' experiences with induction, mentorship and career development within their first five years. Findings point to a shift in the needs of teachers within the first five years, suggesting that with time career supports and job satisfaction decrease and consideration of leaving the profession increases. Based on convergences and divergences across five years, we offer implications for policy, practice, and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01