Providing a good start: Supporting beginning teachers by responding to their concerns

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.