Mansfield, C; Gu, Q; (2019) "I'm finally getting that help that I needed": Early career teacher induction and professional learning. The Australian Educational Researcher , 46 (4) pp. 639-659. 10.1007/s13384-019-00338-y.

Preview

Text Gu_Mans_Gu 90619_clean.pdf - Accepted Version Download (777kB) | Preview

Abstract

This paper reports findings from a study of early career teachers (ECTs) in Western Australia. The aim of this study was to investigate the professional learning activities of ECTs and the perceived impact of these on their professional development. Data were gathered via two online surveys and interviews. Findings reveal that ECTs participated in a range of formal and informal professional learning activities which were accessed through the Department of Education and their schools. The activities that had the greatest perceived impact on professional development were engaging in informal dialogue with colleagues and participation in an in-class coaching programme. Results lend support to the criticism of the unhelpful dichotomy between formal and informal learning in the provision of professional learning activities for teachers, and ECTs especially. They also highlight the critical role played by relationships and school contexts in ensuring the future generation of teachers are equipped to provide high-quality teaching and will remain resilient and committed to the profession beyond the early career years.

Download activity - last month

Export as JSONXMLCSV

Download activity - last 12 months

Export as CSVXMLJSON

Downloads by country - last 12 months

Export as JSONCSVXML

Archive Staff Only

View Item