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Published in: Learning Environments Research 1/2022

23-03-2021 | Original Paper

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

Authors: Andrew Kwok, Jeffrey Keese, Mario I. Suárez, Douglas Mitchell, Debbee Huston

Published in: Learning Environments Research | Issue 1/2022

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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.

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Footnotes
1
Pseudonym.
 
2
CTI coaches are termed capital ‘Coaches’ from here forward.
 
3
CTI novice teachers are termed capital ‘Candidates’ from here forward.
 
4
Tables available upon request.
 
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Metadata
Title
Novice teacher vertical professional development? Exploring teachers’ and coaches’ beliefs throughout a two-year induction program
Authors
Andrew Kwok
Jeffrey Keese
Mario I. Suárez
Douglas Mitchell
Debbee Huston
Publication date
23-03-2021
Publisher
Springer Netherlands
Published in
Learning Environments Research / Issue 1/2022
Print ISSN: 1387-1579
Electronic ISSN: 1573-1855
DOI
https://doi.org/10.1007/s10984-021-09360-3

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