Providing a good start

Supporting beginning teachers by responding to their concerns

Rian Aarts, Q.H. Kools, Rita Schildwacht

Research output: Contribution to conferenceAbstractOther research output

Abstract

Beginning teachers encounter different kinds of challenges when they start their first job as a teacher. In this study, the concerns and support of beginning teachers in secondary education schools is the central issue. What kind of concerns do beginning teachers report, what kind of support do they receive, what topics are discussed and what kind of support do they perceive as beneficial for their development as a teacher? A questionnaire for both beginning teachers and their coaches was used to investigate the concerns and the support offered in schools. Results show that almost all beginning teachers are engaged in informal conversations as well as in more formal coaching moments. Topics that are addressed have to do with teaching and workload. The results of this study can be useful for teacher training institutes in designing their curriculum and for schools in developing an induction program for their new colleagues.
Original languageEnglish
Publication statusPublished - 25 Nov 2016
EventEAPRIL 2016 - Portugal, Porto
Duration: 23 Nov 201625 Nov 2016

Conference

ConferenceEAPRIL 2016
CityPorto
Period23/11/1625/11/16

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teacher
teachers' training institute
school
coaching
coach
secondary education
induction
workload
conversation
curriculum
questionnaire
Teaching

Cite this

Aarts, R., Kools, Q. H., & Schildwacht, R. (2016). Providing a good start: Supporting beginning teachers by responding to their concerns. Abstract from EAPRIL 2016, Porto, .
Aarts, Rian ; Kools, Q.H. ; Schildwacht, Rita. / Providing a good start : Supporting beginning teachers by responding to their concerns. Abstract from EAPRIL 2016, Porto, .
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abstract = "Beginning teachers encounter different kinds of challenges when they start their first job as a teacher. In this study, the concerns and support of beginning teachers in secondary education schools is the central issue. What kind of concerns do beginning teachers report, what kind of support do they receive, what topics are discussed and what kind of support do they perceive as beneficial for their development as a teacher? A questionnaire for both beginning teachers and their coaches was used to investigate the concerns and the support offered in schools. Results show that almost all beginning teachers are engaged in informal conversations as well as in more formal coaching moments. Topics that are addressed have to do with teaching and workload. The results of this study can be useful for teacher training institutes in designing their curriculum and for schools in developing an induction program for their new colleagues.",
author = "Rian Aarts and Q.H. Kools and Rita Schildwacht",
year = "2016",
month = "11",
day = "25",
language = "English",
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Aarts, R, Kools, QH & Schildwacht, R 2016, 'Providing a good start: Supporting beginning teachers by responding to their concerns' EAPRIL 2016, Porto, 23/11/16 - 25/11/16, .

Providing a good start : Supporting beginning teachers by responding to their concerns. / Aarts, Rian; Kools, Q.H.; Schildwacht, Rita.

2016. Abstract from EAPRIL 2016, Porto, .

Research output: Contribution to conferenceAbstractOther research output

TY - CONF

T1 - Providing a good start

T2 - Supporting beginning teachers by responding to their concerns

AU - Aarts, Rian

AU - Kools, Q.H.

AU - Schildwacht, Rita

PY - 2016/11/25

Y1 - 2016/11/25

N2 - Beginning teachers encounter different kinds of challenges when they start their first job as a teacher. In this study, the concerns and support of beginning teachers in secondary education schools is the central issue. What kind of concerns do beginning teachers report, what kind of support do they receive, what topics are discussed and what kind of support do they perceive as beneficial for their development as a teacher? A questionnaire for both beginning teachers and their coaches was used to investigate the concerns and the support offered in schools. Results show that almost all beginning teachers are engaged in informal conversations as well as in more formal coaching moments. Topics that are addressed have to do with teaching and workload. The results of this study can be useful for teacher training institutes in designing their curriculum and for schools in developing an induction program for their new colleagues.

AB - Beginning teachers encounter different kinds of challenges when they start their first job as a teacher. In this study, the concerns and support of beginning teachers in secondary education schools is the central issue. What kind of concerns do beginning teachers report, what kind of support do they receive, what topics are discussed and what kind of support do they perceive as beneficial for their development as a teacher? A questionnaire for both beginning teachers and their coaches was used to investigate the concerns and the support offered in schools. Results show that almost all beginning teachers are engaged in informal conversations as well as in more formal coaching moments. Topics that are addressed have to do with teaching and workload. The results of this study can be useful for teacher training institutes in designing their curriculum and for schools in developing an induction program for their new colleagues.

M3 - Abstract

ER -

Aarts R, Kools QH, Schildwacht R. Providing a good start: Supporting beginning teachers by responding to their concerns. 2016. Abstract from EAPRIL 2016, Porto, .