Providing a good start: supporting beginning teachers by responding - - PDF document

28-11-2016 1

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

• dr. Rian Aarts
• dr. ir. Quinta Kools
• dr. Rita Schildwacht

EAPRIL 2016, Porto 2

• Context of beginning teachers (Dutch

project)

• Research questions
• Data gathering and analysis
• Findings
• Discussion

Outline of the presentation

28-11-2016 2

EAPRIL 2016, Porto 3

• Beginning teachers
• Dutch national project in 8 regions
• Secondary education
• Schools and teacher education institutes

share responsibility and develop an induction programme Context (broad)

EAPRIL 2016, Porto 4

• Project of Tilburg University & Fontys

Teacher Education Institute Tilburg

• 18 schools
• In total 100 beginning teachers (= first

three years after graduation)

Context (narrow)

28-11-2016 3

EAPRIL 2016, Porto 5

Our program for beginning teachers

Year 1

• Individual coaching (custom made) with videofeedback
• Goal: support and assistance

Year 2 and 3

• Videoclub: beginner + more experienced colleagues
• Goal: reflective practitioner

Year 2 and 3

• Lesson study: beginner + more experienced colleagues
• Goal: deepening pedagogical content knowledge

EAPRIL 2016, Porto 6

28-11-2016 4

EAPRIL 2016, Porto 7

• 1. What concerns do beginning teachers have in

the first years of their teaching career and is there a difference between beginning teachers in their first and second year of employment?

• 2. What kind of support do beginning teachers

receive? What kind of induction activities are

• ffered and which topics and concerns of

beginning teachers are being dealt with? Research questions (selection)

EAPRIL 2016, Porto 8

What do you expect/what is your experience?

• Talk this over with your neighbour
• What do you think the concerns of

beginning teachers are?

• What kind(s) of support do you think is

suitable for these concerns?

28-11-2016 5

EAPRIL 2016, Porto 9

• Questionnaire amongst beginning

teachers (n=48 out of 100) and their coaches (n=20 out of 40)

– multiple choice (induction activities) – open questions (support and concerns)

• Quantitative and qualitative analysis

Data gathering

EAPRIL 2016, Porto 10

Code name Description

• 1. Person

professional identity, coping strategies (workload), professional autonomy and control

• 2. Interpersonal relations with

pupils Supporting pupils’ motivation, mentoring, upbringing,

• 3. The lesson: teaching the

curriculum Content knowledge, PCK, teaching strategies, classroom management, assesment and grading

• 4. Relationships with

colleagues and school leaders Interaction and collaboration with colleagues from own section and school

• 5. School organization:

enculturation, management and assessment Getting acquainted with school organization and philosophy, procedures and policies; finding one’s place in school, quantity of tasks

• 6. Community; parents,

society Interaction with parents, interactions with others like school inspection, social work etc

Coding scheme for concerns (literature based)

28-11-2016 6

EAPRIL 2016, Porto 11 EAPRIL 2016, Porto 12

• How about your estimations on the

concerns of beginning teachers?

28-11-2016 7

EAPRIL 2016, Porto 13

Type of support description Informal feedback ‘small talk’ with colleague, informal conversation Coaching conversation In-depth conversation with coach Lesson observation a visit of the coach to a lesson given by the starting teacher, which is discussed between them afterwards Observation with videofeedback ** Videotape of a lesson is used as a tool in the conversation afterwards Peer support group exchange and peer support on concerns Videoclub ** peer support group using video feedback No support

Forms of support

EAPRIL 2016, Porto 14

0% 20% 40% 60% 80% 100% Informal feedback Coaching conversation Lesson observation Observation with videofeedback Peer support group Videoclub

kind of support received (closed question)

First year beginning teachers (= ons cohort 2) (start 2015-2016) N=19 Second year beginning teachers (=ons cohort 1 )(start 2014-2015) N=16

28-11-2016 8

EAPRIL 2016, Porto 15 EAPRIL 2016, Porto 16

28-11-2016 9

EAPRIL 2016, Porto 17

• If time is limited…..
• What kind of support would you suggest

to offer to beginning teachers?

• Why?