28-11-2016 Providing a good start: supporting beginning teachers by responding to their concerns dr. Rian Aarts dr. ir. Quinta Kools dr. Rita Schildwacht Outline of the presentation • Context of beginning teachers (Dutch project) • Research questions • Data gathering and analysis • Findings • Discussion EAPRIL 2016, Porto 2 1
28-11-2016 Context (broad) • Beginning teachers • Dutch national project in 8 regions • Secondary education • Schools and teacher education institutes share responsibility and develop an induction programme EAPRIL 2016, Porto 3 Context (narrow) • Project of Tilburg University & Fontys Teacher Education Institute Tilburg • 18 schools • In total 100 beginning teachers (= first three years after graduation) EAPRIL 2016, Porto 4 2
28-11-2016 Our program for beginning teachers • Individual coaching (custom made) with videofeedback • Goal: support and assistance Year 1 • Videoclub : beginner + more experienced colleagues Year 2 and • Goal: reflective practitioner 3 • Lesson study : beginner + more experienced colleagues • Goal: deepening pedagogical content knowledge Year 2 and 3 EAPRIL 2016, Porto 5 EAPRIL 2016, Porto 6 3
28-11-2016 Research questions (selection) 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 offered and which topics and concerns of beginning teachers are being dealt with? EAPRIL 2016, Porto 7 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? EAPRIL 2016, Porto 8 4
28-11-2016 Data gathering • 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 EAPRIL 2016, Porto 9 Coding scheme for concerns (literature based) Code name Description 1. Person professional identity, coping strategies (workload), professional autonomy and control 2. Interpersonal relations with Supporting pupils ’ motivation, mentoring, upbringing, pupils 3. The lesson: teaching the Content knowledge, PCK, teaching strategies, curriculum classroom management, assesment and grading 4. Relationships with Interaction and collaboration with colleagues from own colleagues and school section and school leaders 5. School organization: Getting acquainted with school organization and enculturation, management philosophy, procedures and policies; finding one’s place and assessment in school, quantity of tasks 6. Community; parents, Interaction with parents, interactions with others like society school inspection, social work etc EAPRIL 2016, Porto 10 5
28-11-2016 EAPRIL 2016, Porto 11 • How about your estimations on the concerns of beginning teachers? EAPRIL 2016, Porto 12 6
28-11-2016 Forms of support 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 Videotape of a lesson is used as a tool in the videofeedback ** conversation afterwards Peer support group exchange and peer support on concerns Videoclub ** peer support group using video feedback No support EAPRIL 2016, Porto 13 kind of support received (closed question) 0% 20% 40% 60% 80% 100% Informal feedback Coaching conversation Lesson observation Observation with videofeedback Peer support group Videoclub First year beginning teachers (= ons cohort 2) (start 2015-2016) N=19 Second year beginning teachers (=ons cohort 1 )(start 2014-2015) N=16 EAPRIL 2016, Porto 14 7
28-11-2016 EAPRIL 2016, Porto 15 EAPRIL 2016, Porto 16 8
28-11-2016 • If time is limited ….. • What kind of support would you suggest to offer to beginning teachers? • Why? EAPRIL 2016, Porto 17 9
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