Beginning teachers can face anticipation, uncertainty, stress, concern, even fear when first taking up a teaching position. They have to implement all they have learned in the most effective way, create relationships with students, other staff and parents, become part of a system, a school and a staff with all this implies, match the desirable with the possible and finally, cope with the physical demands of teaching full-time.
While this can prove rewarding, and hopefully does for new teachers, it makes for interesting times until the final moment when you know you made the right decision.
This page gives access to procedures and programs used in each state & territory, special reviews, reports and surveys, resources & tools, books, even Survival Guides. It looks at induction, mentoring and other special programs.
Australian Capital Territory
ACT Education Directorate
This information is included as many beginning teachers have found casual teaching may initially be the teaching option most available.
- New Educator Support Professional
The first paragraph on this page is a clear indication of their approach to assisting beginning teachers.
Support for New Educators
‘New educators are supported during the early years of their career through a variety of programs’. Specifics can be found on the Professional Learning page.
Teacher Registration – ACT Teacher Quality Institute; How to Apply to Teach in ACT public schools; Advice to applicants; Supporting documents for your application and other information to assist with your application and interview.
‘The wellbeing of staff is core business for the ACT Education Directorate. Everyone has a duty to safeguard and nurture the personal wellbeing of themselves and others at work. The following resources can be of assistance to support staff wellbeing’.
- Teach in the ACT [ACT Teacher Quality Institute]
Four different aspects relating to registration are covered.
- Work In Canberra
‘What we offer and other employment information’. ACT Government site covering all areas of employment including aspects such as ACT information through to Employee tool kits.
- Working with Us
Looks at teaching in the Education Directorate system. Check sections in the menu at the left.
Teacher Quality Institute
- Beginning TeacherNetwork
This is one of several networks established by the Teacher Quality Institute.‘Visit the Events page of the TQI Teacher Portal or contact TQI to find out more’.
New South Wales
- Development and
Includes sections on Teacher Performance and Development and Teacher Accreditation.
Department of Education
Beginning Teachers Support Funding Policy
‘States the department’s policy for the provision of funding support to schools for eligible permanent and temporary beginning teachers’.
- Casual and Temporary Teaching
‘The majority of teachers commence their careers in the NSW public education system as casual or temporary teachers. As a casual teacher you are employed on a day-to-day basis to meet relief needs within the school. As a temporary teacher you are employed full-time for four weeks to a year, or part-time for two terms or more. Casual and temporary employment provides valuable experience for teachers’.
- Further Support for In-school Mentors
‘These resources support in-school mentors and provide effective practice focused support to beginning teachers’.
- Further Support for Reflection
‘Reflective practice is integral to a teacher’s professional growth. The following resources can support beginning teachers to reflect on their practice against the standards at the proficient career stage’.
- Strong Start Great Teachers
‘Every beginning teacher deserves a quality induction program in their first critical years of teaching - a program that is structured, comprehensive and school-based. Strong start great teachers [SSGT] provides schools with the induction support to achieve this’. Important sections are linked below :
- Setting up Induction
- Developing Focus
- Refining Practice
- Gaining Proficient Accreditation
- What is the 5C model of school-based
You should also make use of this page.
- Teacher Induction and Probation
‘During your first year of a career in teaching, induction plays a critical role in supporting your development as a capable and confident professional. For those not already accredited as Proficient teachers, your first year will be your probationary year’
- Teachers Handbook
‘The Handbook will contain the current conditions of employment for teachers in the Teaching Service, and list their responsibilities. The Teachers Handbook is currently being revised. Completed chapters will be included progressively on this site’.
NSW Catholic Education
- Teaching in a Catholic School
This page from one diocese provides an example of what is expected and, as in the last two paragraphs, what special support is provided. It is anticipated each other diocese would be similar in approach.
NSW Teachers Federation
- Beginning Teacher Conferences
‘Beginning Teacher Conferences are open to all new [beginning] teachers who are employed as full time, temporary or casual teachers by the DET in the schools sector and located within a reasonable travelling distance of the conference’.
‘The transition from student teacher to permanent, temporary or casual teaching is a daunting process. The Federation has produced this information and advice to assist student teacher members in their dealings with the DEC’s employment and staffing procedures’.
- New Educators Network
‘The New Educators Network is a network of teachers in their first five years of teaching who are interested in understanding more about and becoming involved with their union - the NSW Teachers Federation’.
New Teachers [Teach in the Territory]
‘As a new teacher in the Northern Territory, you will be offered induction and mentoring to help you settle in to your new role and workplace’.
- Induction for Teachers
[Department of Education]
‘Teachers will commence in schools at varying stages of their careers with a range of knowledge and experiences. Induction is a highly valuable process that provides a foundation for career-long professional growth. The stages of induction are : Prior to commencement; On arrival with a face-to-face central orientation program and local induction at the school; and Ongoing support through professional learning, mentoring and network opportunities’. Information for two areas are provided by the following links. Each has pages you can download :
- Induction for Remote Teachers
‘These pages have information for teachers commencing employment in remote schools and information to assist school leaders in supporting new recruits. Click on the Print all pages in this section link at the bottom of the page’.
- Induction for Urban and Rural Teachers
‘These pages have information for teachers commencing employment in urban and rural schools and information to assist school leaders in supporting new recruits. Click on the Print all pages in this section link at the bottom of the page’.
‘Strives to assist in maximising the effective induction of beginning and establishing teachers as professional educators in schools’.
- New Employee Induction [Brisbane Catholic Education]
This provides an example of what would apply in the wider Catholic Education system. It provides access to a wide range of documents ranging from Employee Documentation to Salary, Organisational matters and a Teacher Induction Guide.
Department of Education
- Beginning Teacher Basics
‘Get started; Soak up support from the department; Take care of yourself; Crunch your curriculum planning; School up on the standards; Other tips for getting started’; Other links.
‘If you have just commenced work, returned from leave or started a new teaching position in a Queensland state school, this website will help you. It is a useful resource and reference point, and contains information that may assist you in your role within the department. Covers : Getting Started; Schools; My Teaching Space; Accessing Support; Supply Teachers’.
- Department of Education and Training induction website.
- Charters Towers School of Distance Education - Teacher Induction
Even a distance education centre has a plan similar in most ways to every other school.
‘The Employee Performance, Professional Development and Recognition Policy promotes a constructive and supportive workplace culture where employees and supervisors have regular and meaningful (informal and formal) performance exchanges about standards of conduct, performance expectations and opportunities for developing capability’.
- Early Childhood Mentoring Beginner Teacher Program
‘Assists schools to support Early Childhood Teachers [ECTs] to progress from provisional teacher registration to full registration’.
- Flying Start Induction
Toolkit for Beginning Teachers
Not the newest information but it has a wide range of items which may prove useful. A Department of Education production.
‘The Department of Education [DoE] is committed to providing induction for all employees who are beginning new roles and responsibilities. Induction is both an individual and collective responsibility, and is delivered at all levels of our department. Induction is tailored to a location such as a central office, regional office or state school’.
- Induction Guidelines - Queensland State Schools
‘These guidelines outline requirements for induction of all employees including newly appointed, transferred and promoted employees, and those returning from extended leave as well as central and regional resources available to support school leaders in designing a quality induction program’.
‘The department provides a range of resources to support team leaders to develop and contextualise induction at a local level and teachers to gather appropriate information for their new role. Provided are : Mandatory annual training ready reckoner [PDF, 288KB]; Mandatory induction program; Induction guidelines; Teacher Induction and Development program; Orientation checklists for teachers’.
- Mentoring Beginning Teachers
‘The Mentoring Beginning Teachers [MBT] program focuses on the professional development and growth of our beginning teachers with an aim to improve teaching quality and support beginning teachers to transition from graduate level to proficient level with the Australian Professional Standards for Teachers. Principals will have the flexibility to make local arrangements to support the mentoring of beginning teachers according to their school context and needs’.
- Queensland State
Multiple sections, several of which are also listed here and related to a positive induction process.
- Support for
‘Before you start; Teacher Learning Centres; Beginning Teacher Induction Conference; Teacher networking events; Professional learning and support; Beginning teacher learning suite’.
Queensland College of Teachers
- Videos - Queensland College of Teachers
QCT has numerous short videos on Beginning to Teach.
Queensland Teachers’ Union
- Basic Guide to : Beginning your Teaching Career
‘This basic guide provides QTU members with information on their entitlements and can be used by school administration to help in timetabling’.
- Beginning your Teaching Career - QTU
‘Internships; Teacher Registrations; Applying to become a teacher; Probation; Mandatory Induction; Beginning teacher mentoring; Action : Five easy steps to your professional rights’.
- Early Career Teachers
Access a calendar listing of all events in this category.
Career Teacher Program [CESA]
This includes Systematic requirements which apply to all teachers employed in SA Catholic schools. Among these are : Induction; Accreditation to Teach; “Made in The Image of God; plus services including Frequent emails, Online Resources and School Visits”. Click on titles to access details.
Department for Education
- connectED Induction
‘It is important for new employees to gain an understanding of the organisation and the people who are part of it. connectED has been designed to help you navigate your way around the department’. Monitor for event details.
- Early Career Teachers [Facebook]
‘We invite Early Career Teachers to use the page to stay in touch with events and resources, share classroom ideas and work together to discuss issues that arise in teacher’s day to day work’.
- Early Career Teachers : Preparing for the Profession
‘Tells the story of a group of early career teachers working in the Barossa Valley during their first year out of university’. This is part of a larger collection of TV webisodes which, though several years old, provide a range of information and options.
- Induction Checklist
An example of the type of induction process previously used.
- Working as a teacher
Multiple section provide a range of information from the practical to professional areas.
Teachers Registration Board
Fostering Our Next Generation of Teachers : Induction and Mentoring
‘Induction and mentoring is pivotal for ensuring the quality and professionalism of our next generation of teachers’. Report released in 2018 as a result of the Induction and Mentoring Project.
- Teachers Registration Board of South Australia
New Educators [AEU SA]
‘As a new educator, the AEU stays in touch with your needs through the New Educators Network which helps shape all the union’s activity for beginning teachers’.
- The IEU is People
‘Many of us in the IEU office [and Executive] are, or were, teachers. We are people like you. This makes the IEU your ideal support team, enabling you to focus on teaching’.
Department of Education
- 2021 Meeting the
Standards : Induction for Early Career Teachers [Professional Learning Institute]
‘Induction is a responsibility shared across the teaching profession. This four day program will explore the practice of teaching through the focus areas of the Standards and include current research about effective learning and teaching, and how to practically implement strategies in the classroom’. Details from the site.
‘The Beginning Teacher Time Release to engage with the variety of supports available within the the Department of Education’. A listing of the components is provided. There are also links to an application for this, an Induction Policy, the Induction Procedure and the Principal’s Induction Checklist for New Teaching Employees and more. [You can only access these by logging in to the Staff Intranet].
Professional Learning Institute
‘The Department’s Professional Learning Institute offers a number of courses for school leaders and teachers’, including an Early Career Teacher Induction program.
Teachers Registration Board
Information for Principals, Mentors and Panelists
‘The resources provided here and elsewhere are provided to support not only the provisionally registered teachers themselves, but also to support the teachers who will be mentoring them, supporting their induction and assessing their proficiency and readiness for full registration’.
- Teachers Registration Board of Tasmania
- Independent Education Union
In addition to union activities, they also work with beginning teachers, e.g. The Induction of Beginning Teachers Policy and the Early Career Teacher’s Guide.
- New Educators [AEU Tasmanian Branch]
‘As well as improving your pay and conditions, we’re also here to provide advice when you need it, to run high-quality online/offline training and skills development; Teach Meet Events; National New Educator Conference; Teacher Induction events; more. There is also a AEU New Educators Network [NEN]’.
- Beginning Teachers
‘In Catholic education, we have a responsibility to strengthen ways in which we provide access for early career teachers to high-quality induction and mentoring. Once teachers are employed in Catholic schools in the Archdiocese of Melbourne, they are supported in various ways’. The situation is similar in each of the other diocese.
Department of Education and Training
- Effective Mentoring Program
‘The Effective Mentoring Program [EMP] equips experienced teachers with mentoring skills to support provisionally registered teachers at the beginning of their careers and guide new teachers through the process to become fully registered with the Victorian Institute of Teaching’. A Reflective Guide to Mentoring is found here.
- Graduate Teacher Learning Series
‘The Learning Series will connect you with the right people and the right resources at the right time. Designed as 12 editions spanning the teaching year, everything in the Learning Series is written for you, a graduate teacher starting out in the teaching profession’.
- Initial Teacher
‘The single most important thing we can do to improve student outcomes is to improve the quality of teaching and learning in every classroom. Teachers play a pivotal role in building the Education State and are at the core of workplace reform’.
- Mentoring for Early
‘This page provides details on how provisionally registered teachers can find a mentor, and how experienced teachers can become mentors’.
New Teacher Induction Plan Checklist for Principals
Copy of a checklist which covers various steps over two years.
- Pedagogical Model
‘When implemented together with the practice principles, the pedagogical model enables teachers to maintain a line of sight between their own professional development and school-wide improvement based on FISO’. You can download a copy of the Pedagogical Model here.
- Starting at a school, Training
and Professional Development
‘Learn how to become a teacher in Victoria, find training opportunities and build your professional skills’. Multiple sections.
- Starting a Job in a
Government School [Induction]
The first section is For new and beginning teachers and provides access to the Graduate Teacher Induction Guide while a second section, For principals who are welcoming new teachers gives access to Principal and School Leader Guide to Induction Of Graduate Teachers which covers much of the induction and mentoring process new teachers will experience. The General induction resources section provides videos on several topics. It is also recommended you familiarise yourself with the information about the Graduate Teacher Conferences.
- Teaching Academies of
‘Teaching Academies of Professional Practice [TAPPS] are partnerships between a cluster of schools and one or more universities for the purpose of improving initial teacher education [ITE]. They are cross-sectoral, with membership from government, Catholic and independent schools’.
- Learning and Development - Education for educators
‘World-class learning for schools and staff begins here. The Development Centre; Digital learning events; Programs and Partnerships’.
- Australian Education Union (AEU) Victorian Branch
‘Training and Events; Help and Advice’, more.
- Independent Education Union
In addition to union activities, they also work with beginning teachers, e.g. The Induction of Beginning Teachers Policy and the Early Career Teacher’s Guide.
- Teacher Learning Network
‘Quality online PD for teachers and leaders; Programs by teachers for teachers; Programs for early childhood, primary and secondary;’ and much more.
Victorian Institute of Teaching
- Effective Mentoring Program [VIT]
‘The Effective Mentoring Program is comprised of a two-day professional learning program developed and delivered as a partnership with the Department of Education and Training. The EMP is open to experienced [fully] registered teachers working in government, Catholic and independent schools and early childhood services. FAQs about the program; Professional Guides; Links’.
- Moving to [full] Registration
‘Newly qualified teachers with provisional registration can access information and resources required to apply for full registration’.
- Victorian Institute of Teaching
Check this site for further involvement with beginning, and early career, teachers.
- Teaching Roles [CEWA
‘All our schools select and recruit their own staff, offering choice and flexibility for teachers to find the school that best fits their needs and preferences. Teachers will have opportunities to broaden their professional and learning experiences through professional learning, accreditation and leadership development programs’.
Department of Education
- Benefits and Support
‘Working for the Department of Education means you will enjoy a range of employee benefits. Benefits include competitive salaries, flexible working arrangements, comprehensive salary packaging options, attractive leave provisions and training and career development opportunities’.
- Graduate Careers
‘When you join us, we support you in your transition from university with ongoing professional development opportunities and guidance from our senior leaders and mentors’.
- Staff Induction Policy
‘The Staff Induction policy outlines the mandatory requirements for implementing a formal induction program that introduces all newly appointed employees to the Department, its policies, procedures, and orients them to their worksite’.
- WA Graduate Teacher
Induction Program [GTIP]
‘The Western Australian Institute for Professional Learning [WA IPL] delivers a Graduate Teacher Induction Program to all government school graduates. The GTIP supports beginning teachers to make the transition from pre-service training to effective classroom teaching’.
- AIS WA
Use the search option on this page for finding an appropriate school, then see what is offered both as positions and support. If employed, you will be able to access their Professional Learning and Online Learning pages.
- Education and Training Centre
‘Whatever your role or career stage, the SSTUWA’s Education and Training Centre can provide high quality industrial, professional, career development, financial and occupational health and safety courses to support your needs’.
- Independent Education Union of Australia WA Branch
‘The IEUA WA Branch represents the interests of employees in Catholic and Independent Schools, English Language Colleges and Registered Training Organisations across Western Australia. Whether you’re full or part time, have years of experience or are just starting in the field, there’s a membership option for you’.
Teacher Registration Board of WA
- Teacher Registration Board of WA
Information will apply primarily to the registration process for beginning teachers and information regarding professional learning options.
Books & Other Publications
‘Takes you through the challenges you will face in joining a school community, establishing positive relationships with parents from day one, and engaging the students you are given’. Fee-based.
- New-Teacher Toolbox
US, but still applicable. Available through Amazon. ‘Description; Contents; Reviews; Features; Preview’.
- Beginner Teachers :
Induction and Mentoring
‘Induction and mentoring are not ‘new’, with substantive research available in the area. In most of these studies though, induction and mentoring are usually associated with teacher retention. The case is different in Australia, where the focus of induction and mentoring is placed squarely around quality teaching and the need to support our next generation of teachers in developing their knowledge, expertise and professional competency ’. Teacher Magazine.
- 6 Ways Awesome Administrators Help
New Teachers Face the First Year with a Smile
‘The biggest problem about the first year? There’s an enormous gap between what you learned about teaching and what teaching is really like. Having a great administrator that first year can be a lifeline’. Also check out What’s Hot on This Blog and The 10-Minute Teacher Show. USA.
- 10 First-Year Teacher Myths
and How to Avoid Them
‘Behold the 10 myths I believed as a new teacher. And the realities I now believe to be true’. USA
- Beginning Teacher Myths
‘Here is a short list of misconceptions that new teachers often bring to the classroom’.
- Beginning Teacher Resources
‘On this page you will be able to find a number of links, suggestions, and ideas to help make your first year of teaching just a little bit less overwhelming’. USA.
- Great Expectations …
“Good News for Beginning Teachers”. Article full of [realistic] advice from Dr Jane Bluestein. Canada.
Induction and Mentoring
- Improved Beginning Teacher Induction
‘Induction plays a critical role in building on the knowledge and skills developed through initial teacher education as well as providing the support needed for beginning teachers as they embark on a new phase of their career’. AITSL.
- Induction and Mentoring [Education Council NZ]
‘An induction and mentoring program supports newly qualified teachers or overseas trained teachers, new to the New Zealand teaching profession, to develop effective teaching practices for diverse learners in a New Zealand teaching context’.
- National Induction Program for Teachers
‘Aims to support the induction of newly qualified teachers into the teaching profession in primary schools in Ireland’. A very detailed example of what occurs in other countries.
- Teacher Induction in California
‘The second tier of preparation is a two-year job-embedded individualised induction program that is focused on extensive support and mentoring to new teachers in their first and second year of teaching’. USA.
- The New Teacher Induction Program
Ontario Ministry of Education, Canada. ‘Supports the growth and professional development of new teachers. A step in a continuum of professional learning for teachers to support effective teaching, learning, and assessment practices. Provides another full year of professional support so that new teachers can continue to develop’.
Global Perspectives : Mentoring and Support for New Teachers in Ontario and Finland
‘This Global Perspectives will explore teacher induction practices in two jurisdictions that have begun implementing them within the last 10 years’.
the Beginning Teacher
‘The Program Handbook : Mentoring Beginning Teachers is intended to assist classroom teachers, school administrators, school districts and locals in the development and implementation of a mentoring program for beginning teachers’. Alberta Teachers’ Association. Canada.
- Mentoring for Beginning Teachers [Savvy Teachers]
An option if no scheme is actually provided or you want additional mentoring. It is fee-based but provides extensive assistance and support.
- A Checklist for Beginning Teachers
Alberta Teachers’ Association, Canada. Simple, thought provoking, full of common sense.
- Building the Right Foundation : Improving
teacher induction in Australian schools
‘This report was developed to provide a meta-analysis of the key research in the area of new teacher induction’. Contains three major sections.
- Graduate to Proficient
Australian guidelines for teacher induction into the profession. ‘The guidelines for teacher induction into the profession, frame support for beginning teachers to make the transition from the Graduate to the Proficient Career Stage, based on the Australian Professional Standards for Teachers’.
- Induction Environment
‘This review examines induction activity across a range of organisations, sectors and jurisdictions. It seeks to identify better practice and innovations that could be instructive for the induction of Australian school teachers. Download [PDF, 740.25kB]’.
Teacher Education : Data Report 2018 [AITSL]
‘This report brings together the available data on initial teacher education [ITE] in Australia. It includes information on ITE students and graduates, as well as ITE institutions and programs. Download [PDF, 22.72MB]’.
- My Induction App
‘The My Induction app brings together resources and activities to support your development in the first few years of teaching. It also provides advice and strategies for maintaining your personal wellbeing while transitioning to life as a working teacher’. Available in both Apple and Android formats.
- Prepare for Practice
‘Whether you’re a pre-service teacher or a recent graduate, these resources are designed to help you prepare for your teaching practice’.
on your Leadership
‘Reflecting on where you are now and how to move forward can help you improve your leadership practice. Our self-assessment and reflection tools allow you to explore your leadership and plan your pathway towards improvement’.
- Research on Induction Best Practice
Annotated Bibliography, Induction environment scan, case studies, videos, more.
- Start your Career
‘Your first years as a teacher can be as challenging as they are rewarding, so it's important that you receive the right support and guidance to develop your skills. Our resources can help you get used to the classroom and improve your practice as you transition to the Proficient career stage’.
- Support Beginning Teachers
‘Providing quality induction and support is critical to improving learner outcomes and developing the teacher's skills at the start of their career’. Includes video, case studies and more.
- Beginning Teachers Lounge
‘I help beginning teachers who feel overwhelmed and stressed like I did when I started teaching 20 years ago, to regain their confidence through mentoring, nurturing and inspiring ... so you can grow into the teacher you have dreamed of being !’
Reads for New Teachers [neaToday]
American based, but clearly described and still appropriate.
- New Teachers
Edutopia. An extensive listing of topics designed to assist new teachers. Current topics  back several years.
- New Teacher Resources
‘We surveyed the TeacherVision community, and together with our Advisory Board of veteran teachers, we curated a collection of resources just for new teachers. Whether you're a first year teacher of elementary school, middle school or high school, these resources will help you grow and thrive as a new teacher’. US-based. Very extensive and may prove useful in an Australian setting.
- TeachersFirst - Newbies
‘Ideas and help for new teachers, those teaching something new, and their mentors. We offer you four basic strategies to get you started’.
- Advice for First-Year Teachers
- Top 10 Tips for Beginning Teachers [neaToday]
It may be tongue in cheek, it may be American, but it does hold some kernels of truth and may lighten your day. How To Avoid New Teachers’ Five Worst Mistakes is similar, but covers different aspects. The same might be said of the Educators’ Survival Guide.
- New Teacher Survival
Kit Resources [TpT]
Multiple offerings from Teachers Pay Teachers. USA.
- Survival Guide For New Academics at UTS
Applies to teachers at university level. PDF download available. Many topics covered. Also check Information for new Academic staff page.
- Survival Kit for New Teachers
LearningCloud [Australia]. ‘Much like a virtual mentoring program, Survival Kit for New Teachers will provide you with benefits gained through many years of firsthand classroom experience’. Check their FAQs for a range of details and responses.
- AITSL - YouTube
A vast number of videos of different lengths covering a wide range of topics. One example is the Induction for Beginning Teachers animation.
- Beginning Teacher Talk
‘Our mission is to give beginning elementary teachers access to the tools, tips, and secret tricks of the trade that they didn’t learn in university’. USA.
- Behaviour Management for
‘Mark explores the different issues that affect behaviour within the classroom other than just ‘telling pupils off’. What do you think are the most important things a teacher can do to build a positive learning atmosphere in the classroom ?’
- Videos [Edutopia]
‘Explore videos that showcase evidence-based learning practices in K-12 schools, and see our core strategies and key topics in action’. You may find a number of useful videos in this US-based collection. Not specifically geared for beginning teachers but still relevant
- New Teachers - Videos [Google Search]
A simply massive collection of videos from a vast array of sources and countries. You will surely find something of use.
Research, Reports & Surveys
“A problem shared is a problem halved” : …
2021; Steve Griffiths, Chris Campbell and Christine V. McDonald. ‘Supporting early career science teachers to implement flipped learning. When faced with the myriad challenges of beginning to teach, the early career teacher will often avoid ambitious, learner-centred pedagogies and revert to less challenging, teacher-centred practices. This study employed a longitudinal, case study research design to investigate how three early career science teachers implemented flipped learning, when supported with flipped learning curricular resources. Results indicate the teachers were successful in implementing flipped learning and learner-centred practices in their first year of teaching’.
A Self-study Exploration of Early Career Teacher Burnout and the Adaptive Strategies
of Experienced Teachers
2021; Jarrod P. Hogan, Peta J. White. ‘Isolation, organisational pressures, and role-related distress, can result in teachers, particularly early career teachers [ECTs], experiencing greater risk of burnout. For many ECTs, a lack of practical strategies for dealing with these conditions contributes to this. This research unpacks why ECTs experience burnout, identifies adaptive strategies that experienced teachers use and discusses the applicability of these practices for ECTs. Findings suggest that being overworked is less of a contributing factor to burnout than feeling disconnected from one’s school, peers, and community. Adaptive strategies for alleviating the effects of burnout were explored and recommendations for practice presented’.
Initial Teacher Education
: Data Report 2017
2017; AITSL. ‘This year, data on early career teachers has been included from the 2016 AITSL Stakeholder Survey. This report aims to inform ongoing research and policy development by providing data about ITE in an easily accessible single resource. By highlighting, describing and analysing data specific to teacher education in Australia, the report also contributes to the broader public discussion of issues related to ITE. This annual report also contributes to building a set of data that, over time, will provide a key starting point for further research in ITE’.
Mentoring beginning teachers in Catholic schools
in Western Australia : An exploratory study
2017; John Topliss [Thesis]. ‘The study examined the perceptions of ECTs in the transition from graduate to Beginning Teacher and involved three distinct yet inter-related phases that explored the mentoring experience. A chief finding was that the guarantee of a mentor does not necessarily alleviate every problem faced by an ECT. However, the attributes of a mentor may significantly assist or hinder the aspirations of an ECT. On the basis of all the findings, principles upon which a new mentoring framework might be developed are proposed. These principles might benefit principals, mentors and ECTs, through the introduction of strategies such as school and system-based mentoring coordinators’.
Pre-Service Music Teachers’ Understanding of Blended Learning : Implications
for Teaching Post COVID-19
2021; Louise E. Jenkins, Renee Crawford. ‘This paper reports on an investigation, by two Australian Pre-service Teacher [PST] educators, of their students’ understanding of BL at the beginning and end of a BL music method unit. Data were collected for three consecutive years with three separate cohorts. Findings indicated that the majority of the participants began the unit with little to no understanding of BL. This improved considerably through direct BL experience, with some exceptions’.
Stories Of Buoyancy And Despondency
2005; Meagan L. Mckenzie [Thesis]. ‘This case study research explores the experiences of five beginning teachers within four Catholic secondary schools in Australia. Each teacher was interviewed several times during their first year and each kept a journal. The discussion includes matters of comparison and contrast between the five teachers’ experiences. The key findings of the research include developing a new model for understanding the experience of beginning teachers. The research suggests that the current literature on beginning teachers is limited’.
Staying or Leaving
? An Analysis of Early Career Paths …
2014; Ahmet Latifoglu [Thesis]. ‘The research question in this dissertation is how are the different pathways of permanent full-time, fixed-term contract and casual relief work teachers associated with their career trajectories in Victorian government secondary schools ? The researcher chose structured open-ended interviews for this study after considering the alternatives. In conclusion, the evidence from this study indicates that the amount and quality of support BTs receive from their school helps determine whether they have a stress-free or difficult start to their teaching.’.
Supervision in initial teacher education : A scoping review
2021; Madlen Griffiths, Mandie Shean and Denise Jackson. ‘Situated in a framework of readiness for teaching, this literature review provides a synopsis of the challenges facing the provision of quality teacher education programs and the supervision of preservice teachers and details the myriad of tasks undertaken by these supervisors. The importance of research into the contribution of these experienced teachers to preservice teacher learning will be clarified, as will the need for development of a model for supervision to guide future work in this space’.
An Anthology of the Challenges of Beginning Teachers :
A Phenomenological Study
2021; Cincy Merly BELARO Gecolea and Lerma P. Buenvinida. ‘The study mainly focused on the challenges beginning teachers face when they enter the field of education. Participants of this study were 21 purposely chosen teachers from the City Schools Divisions of Calamba, Cabuyao, Binan and Sta. Rosa. The experiences of the chosen participants in their first 3 years of teaching were analysed. It is recommended there must be a localised and school-based comprehensive training program aside from the Teachers Induction Program offered for the beginning teachers’. The Philippines.
Innovatively Preparing the Teacher Workforce : Virtual Learning
2021; Anni Reinking. ‘Shaping the Futures of Learning in the Digital Age. As one of the hardest professions, teaching can lead to burnout, stress and other physical and emotional reactions throughout one’s professional life. However, implementing the innovative practice of training teachers in virtual learning environments can reduce stress and increase the success of the teacher workforce. Therefore, in this study, the researchers focused on a small group of novice teachers and teacher candidates in order to reduce initial stress during teaching segments. The findings indicate practice and coaching, within a virtual learning environment can reduce stress’ USA.
Newly Qualified Teachers’ Integration of Technology during Curriculum Delivery
2021; Chantyclaire Tiba, Janet Condy. ‘Newly qualified teachers [NQTs], though not in all cases, use the available technology in most constructive and effective ways to achieve better learning outcomes. Findings revealed that NQTs embraced technology and used it in varying ways and frequencies. The majority used videos to capture learners’ interest during lessons and teach difficult concepts, to use PowerPoint to consolidate lessons, to use technology to facilitate collaborative learning and to boost learners’ self-esteem’. Pakistan.
Newly Qualified Teachers’ Professional Learning through Practitioner Enquiry :
Investigating Partnership-Based Mentoring
2017; Dean Robson, Peter Mtika. ‘This paper focuses on a partnership-based mentoring model and the learning experiences of participant mentees and mentors. As part of the project, newly qualified teachers [NQTs] were supported to develop and implement a practitioner enquiry [teacher/action research] in a learning community involving two local authorities and an initial teacher education institution’. Scotland.
Patterns Of Interaction Between A
Beginning Teacher And His Mentor
2021; Anna Chernyavskaya, Larisa Danilova, Maria Golenko, Faina Sal’kova. ‘The article dwells upon three forms of interaction between a novice teacher and his expert colleague – mentor – to be introduced into practice for the sake of beginner’s easier adaptation and his future career success. The results of the corresponding research are observed, too. The aim of research presented was to analyse : what type[s] of interaction – tutoring, coaching or mentoring - is the most popular between young teachers and their mentors in Russian schools; do their preferences match each other or not ?’ Russia.
The Challenges of Supporting New Teachers
2012l Marge SCherer with Linda Darling-Hammond. ‘In this interview with Educational Leadership, Linda Darling-Hammond describes the kind of preparation and support new teachers need to survive their critical first years in the classroom’. USA.
The continuation of a mentoring network for pre-service teachers into early in-service years
2020; Chrissy Cross, Keith Hubbard, Lesa Beverly, Dennis Gravatt, Adrienne Aul. ‘This qualitative research examines the impact of a mentoring network for pre-service mathematics teachers embedded in the educator preparation program and continuing after they graduated from a rural university in Texas. The focus of the research is to evaluate the impact of the mentoring network on the choice of instructional methods used in classrooms by novice mathematics teachers’. USA.