Early Career Teachers

Abstract

JT03440644This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.

A good start in uncertain times

“…Yet, the design of teacher training programmes and the amount and intensity of their practical components varies widely across education systems and different programmes (see (OECD, 2019, pp. 273, Table 4.1 [10])). Research indicates that to be most effective, practical experience should take place in schools with a strong culture of professional learning and a sheltered environment for prospective teachers to practice and develop their teaching skills with guidance and supervision (OECD, 2019 [8]; Ronfeldt and Reininger, 2012 [11]).…”

“…Residents also complete coursework leading to both state certification and a master's degree from a partner university. In exchange for tuition remittance and a residency-year stipend, they commit to teaching in the district for a specified period, generally three to five years and often in hard-to-staff schools (OECD, 2019, p. 277 [10]). Most evaluation studies show improved retention outcomes for teachers entering the profession through these residencies, with potential but not definitive learning gains for students of teachers prepared through a residency (Papay et al, 2012 [12]; Guha, Hyler and Darling-Hammond, 2016 [13]).…”

Supporting New Teachers as Designers of Learning

“…While these six competency areas are the focus of teacher preparation programs in Alberta, it is well known that a significant amount of growth and development happens at the beginning of a teacher's career [22][23][24]. Once in the field, teachers become fully responsible for the learning environment and begin the work of becoming integrated into their particular school context [25]. If not properly supported in this latter task, then those tasks are not necessarily part of "teaching," but rather part of the micropolitical environment in which teachers must integrate, and can draw the bulk of a beginning teacher's focus and energy [26].…”

“…In this, they are not alone. Some researchers argue that professional learning needs to remain consistent throughout a teacher's career [25,28]. We can, therefore, look to the literature on effective professional learning for teachers as a whole to discern features of effective professional learning for beginning teachers.…”

The relevance of general pedagogical knowledge for successful teaching

“…Shedding lights on such factors seems also crucial for understanding the context-specific application of knowledge in the classroom. [80]). In this regard teachers' beliefs exert influence on teachers' application of knowledge in specific classroom situations as they amplify or filter which knowledge teachers regard as important (Fernandez, 2014[81]; Morine-Dershimer and Kent, 1999 [25]; Blömeke et al, 2014 [82]; Gess-Newsome, 2015 [83]).…”