Abstract
The aim of this study was to examine a professional learning intervention designed to support new teachers with implementing professional practice competencies. Partners from a school authority joined researcher-practitioners from a university to engage in designing a professional learning series for new teachers. A design-based research approach using quantitative (pre- and post-surveys) and qualitative data (artifacts of learning, field notes, classroom observations) were analyzed over one year. There were over 450 participants involved in the professional learning series. The findings indicated the professional learning intervention positioned new teachers as designers of learning engaging in continuous cycles of design–enactment–reflection and strengthened their pedagogical capacity to interconnect professional practice competencies with support from a community of learners. The findings from this study have implications for supporting new teachers during a period of induction and demonstrate one way to provide new teachers with the foundation for continual growth throughout their career.
Highlights
The effective support of teachers who are beginning their career remains a complex problem of practice in education
The findings from this study focus on the ways a design-based approach to professional learning enhanced new teachers’ competency, based on four areas articulated in the Teaching Quality Standard
We found that a design-based professional learning (DBPL) approach to professional learning positioned and supported new teachers to become designers of learning
Summary
The effective support of teachers who are beginning their career remains a complex problem of practice in education. In Alberta, the western Canadian province that is the context for this study, guidelines for professional competencies are set out in the Teaching Quality Standard [8]. These competencies, that all teachers in the province strive to develop, include: fostering effective relationships, engaging in career-long learning, demonstrating a professional body of knowledge, establishing inclusive learning environments, applying foundational knowledge about First Nations, Métis, and Inuit for the benefit of all students, and adhering to legal frameworks and policy. The aim of this study was to document the impact of a professional learning intervention designed for new teachers, as they developed this set of competencies in their induction years
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