How can schools support beginning teachers? A call for timely induction and mentoring for effective teaching

Hudson, Peter B. (2012) How can schools support beginning teachers? A call for timely induction and mentoring for effective teaching. Australian Journal of Teacher Education, 37(7), pp. 70-84.

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Induction programs largely focus on informing the beginning teacher about the school culture and infrastructure yet the core business of education is teaching and learning. This qualitative study uses a survey, questionnaire, and interviews to investigate 10 beginning teachers’ needs towards becoming effective teachers in their first year of teaching. Findings were synonymous with studies in other countries that showed they required more support in the induction process, particularly around the school context, networking, managing people, and creating work-life balances. It also found that these beginning teachers required more support in school culture and infrastructure with stronger consideration of developing teaching practices, such as: pedagogical knowledge development and behaviour management. It highlighted willing and capable assigned mentors who can model practices and provide feedback on the beginning teachers’ practices as pivotal to induction and mentoring processes.

Impact and interest:

14 citations in Scopus
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482 since deposited on 03 Feb 2013
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ID Code: 56785
Item Type: Journal Article
Refereed: Yes
Keywords: Mentoring, Beginning teachers, Induction
ISSN: 0313-5373
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)
Divisions: Current > Research Centres > Office of Education Research
Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2012 Peter B. Hudson
Deposited On: 03 Feb 2013 22:34
Last Modified: 30 Nov 2016 06:54

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