AUSSIE EDUCATOR

Beginning Teachers

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.

For related information, visit — the Professional Development and Teacher Employment pages.

Australian Capital Territory

ACT Education Directorate

  • Casual Teachers
    This information is included as many beginning teachers have found casual teaching may initially be the teaching option most available.
  • New Educator Support Professional Learning
    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.
  • Recruitment
    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.
  • Supporting Staff
    ‘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

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New South Wales

AIS NSW

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 :
  • 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’.
  • Graduate Survival Kit
    ‘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’.

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Northern Territory

  • Induction for 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 :

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Queensland

  • BETA
    ‘Strives to assist in maximising the effective induction of beginning and establishing teachers as professional educators in schools’.

Catholic Education

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.
  • Beginning Teachers
    ‘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.
  • Developing Performance
    ‘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.
  • Induction
    ‘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’.
  • Induction Resources
    ‘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 Schools
    Multiple sections, several of which are also listed here and related to a positive induction process.
  • Support for Beginning Teachers
    ‘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

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’.

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South Australia

AIS SA

Catholic Education

  • Early 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

Teacher Unions

  • 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 Like Me
    ‘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’.

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Tasmania

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.
  • BeTTR
    ‘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

Teacher Union

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Victoria

Catholic Education

  • 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 Reforms
    ‘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 Childhood Teachers
    ‘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 Professional Practice
    ‘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’.

Independent Schools

Teacher Unions

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.

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Western Australia

Catholic Education

  • 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’.

Independent Schools

  • AIS WA Member Schools
    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.

Teacher Unions

  • 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.

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Other Information

Books & Other Publications

  • Beginning Teacher’s Handbook
    ‘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.

General Sites

Induction and Mentoring

Induction

  • 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’.

Mentoring

Resources

AITSL

  • 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 Scan Report
    ‘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]’.
  • Initial 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’.
  • Reflect 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 !’
  • Must 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 [2020] 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’.

Survival Guides

Video Resources

  • 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 Beginning Teachers
    ‘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.

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Research, Reports & Surveys

Australian

  • New !“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’.
  • New !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’.
  • New !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’.
  • New !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’.
  • New !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’.
  • New !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’.
  • New !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.’.
  • New !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’.

International

  • New !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.
  • New !Innovatively Preparing the Teacher Workforce : Virtual Learning Environments
    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.
  • New !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.
  • New !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.
  • New !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.
  • New !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.
  • New !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.

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