Beginning Teachers’ Perception of Their Induction into the Teaching Profession

Adjusting Personal Expectations: An Analysis of Early-Career Teacher Narratives

“…A lack of job security was a major contributor to this anxiety, as all participants were on semester-by-semester contracts. This is reported to be a common stress factor for Queensland early-career teachers (QCT, 2013) and has clear parallels with the findings from other studies (Kidd et al, 2015;Papatraianou & Le Cornu, 2014;Mayer et al, 2015), showing that teachers employed on short-term contracts are often concerned about revealing inadequacies, lest they jeopardise their future employment prospects. A perceived absence of communication and feedback from school administrators meant that, in addition to not meeting their own expectations, the participants worried whether they were meeting the expectations of the school administrators.…”

“…Papatraianou and Le Cornu (2014) are among authors who agree that informal feedback on their performance was very important to early-career teachers, as they used this as a gauge of appreciation of their efforts as well as a measure of their accomplishments. Lamote and Engels (2010) note that a mentor's feedback may be critical in affecting the self-efficacy of an early-career teacher, reflecting Kidd, Brown and Fitzallen's (2015) suggestion that mentors must be available to observe pedagogy in order to offer constructive feedback to early-career teachers.…”

“…This is a disconcerting indication of just how influential job security is for teacher development. Likewise, Kidd et al (2015) undertook mixed-methods research on early-career teachers' induction into the profession, finding that the uncertainty of short-term contracts and relief teaching "inhibit beginning teachers' ability to gain a sense of belonging and stability, and the opportunity to establish classroom routines and relationships with students, which interrupt the process of becoming an established, confident teacher" (p. 156). Their research found that the inability to gain permanent employment influenced many early-career teachers' decisions to leave the profession.…”

“…Similarly, the processes of reflection and enactment between this domain and others is not occurring. Adapted from "Elaborating a model of teacher professional growth," by D. Clarke and H. Hollingsworth, 2002, Teaching and Teacher Education, 18, p. 951. Previous studies have emphasised the importance of feedback in facilitating early-career teacher growth (Kidd et al, 2015;Lamote & Engels, 2010;Papatraianou & Le Cornu, 2014). The critical absence of feedback, or appropriate measures of success for all participants led to an identity "crisis" (Delamarter, 2015, p. 3) whereby their perceptions of their capacity did not reflect the teacher self they had imagined.…”

Les types de besoins de soutien des enseignants débutants et leur perception de l’aide reçue par le biais des différentes mesures de soutien

“…(Leroux et Mukamurera, 2013). Des chercheurs affirment que, pour être efficaces, ces mesures de soutien doivent, entre autres, répondre aux besoins de soutien des enseignants débutants (Kidd, Brown et Fitzallen, 2015;Leroux et Mukemurera, 2013). En outre, une évaluation systématique de l' efficacité des mesures de soutien mises en place est aussi une des conditions d' efficacité de ces programmes (Mukamurera, Martineau, Bouthiette et Ndoreraho, 2013).…”