Novice teacher vertical professional development? Exploring teachers’ and coaches’ beliefs throughout a two-year induction program

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 ident...

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Bibliographic Details
Published in:Learning environments research 2022-04, Vol.25 (1), p.255-270
Main Authors: Kwok, Andrew, Keese, Jeffrey, Suárez, Mario I., Mitchell, Douglas, Huston, Debbee
Format: Article
Language:English
Subjects:
Beginning Teachers
Beliefs
Coaching
Coaching (Performance)
Differences
Education
Educational Technology
Faculty Development
Learning and Instruction
Mixed methods research
Original Paper
Predictor Variables
Professional development
Sociology of Education
Teacher Attitudes
Teacher education
Teacher Orientation
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Summary: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.
ISSN:1387-1579
1573-1855
DOI:10.1007/s10984-021-09360-3