Novice Teacher Vertical Professional Development? Exploring Teachers’ and Coaches’ Beliefs Throughout a Two-Year Induction Program
Document Type
Article
Journal/Book Title/Conference
Learning Environments Research
Volume
25
Issue
1
Publisher
Springer Netherlands
Publication Date
3-23-2021
First Page
255
Last Page
270
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.
Recommended Citation
Kwok, A.,Keese, J.*,Suárez, M., Mitchell, D., Huston, D. (2021). Novice teacher vertical professional development? Exploring teachers and their coaches’ beliefs throughout a two-year induction program. Learning Environments Research, Online First.https://doi.org/10.1007/s10984-021-09360-3(Scopus CiteScore: 3.6; SJR: 1.219; SNIP: 1.889)
