Providing a good start: Concerns of beginning secondary school teachers and support provided

Rian Aarts, Quinta Kools, Rita Schildwacht

Research output: Contribution to journalArticleScientificpeer-review

Abstract

The first years in the teaching profession are often a challenge and
most beginning teachers struggle with concerns. To support beginning teachers, induction programmes have been developed which
should lead to an acceleration of growth in teaching skills and
prevent drop-out. In this study, we explore the concerns of beginning teachers in secondary education and the support provided.
Nineteen teachers in their first and 16 teachers in their second year
of employment were questioned. Results show that first year teachers are mainly concerned about their lessons, but later the focus
is moving inward to their professional teacher role and outward to
the school organisation. The concerns of beginning teachers are
being dealt with in a variety of support activities without a direct
link between the two. Nevertheless, teachers seem to be able to
cope if provided with sufficient support, a coach they can relate to
and possibilities for informal feedback.
Original languageEnglish
Number of pages19
JournalEuropean Journal of Teacher Education
DOIs
Publication statusPublished - 29 Nov 2019

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Keywords

  • Beginning teachers
  • DIARY
  • EDUCATION
  • EFFICACY
  • EMOTIONAL EXHAUSTION
  • FRAMEWORK
  • INDUCTION ARRANGEMENTS
  • Netherlands
  • RESILIENCE
  • STRESS
  • VIDEO
  • teacher development
  • teacher induction
  • teaching profession

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