Abstract
A case study was conducted in 2004-2005 on the professional development experiences of beginning teachers (1-5 years of experience) in an Ontario, Canada secondary school (Grades 7-12) and the impact of those experiences in improving their practices. For comparative purposes, the study included the perspectives of administrators from the same school on the impact of professional development on these teachers. The findings revealed that the literacy training program was successfully implemented at the school and positively affected beginning teachers’ knowledge, instructional strategies, and planning practices. Other findings indicated that beginning teachers needed subject content and instructional strategies, ongoing mentoring, and skills in both classroom management and mapping the curriculum. Based on the findings of the study, a new framework for professional development is suggested. A number of recommendations propose ways of connecting research, policy and practice that could ultimately improve the effectiveness of professional development programs for beginning teachers. Key words: teacher professional development, beginning teacher, adult learning, self-efficacy, collective efficacy, supervision, organizational policies and culture
Highlights
Professional development for new teachers should begin with a solid induction program where they learn to consider specific educational contexts, and acquire practices and beliefs that last throughout their career (Glassford & Salinitri, 2007; Luft, Roehrig, & Patterson, 2003; Moir & Gless, 2001; Wong & Wong, 1998)
One of the benefits of mentoring can include beginning teachers identifying themselves with the profession (Healy & Welchert, 1990)
This paper focuses solely on beginning teachers and their administrators
Summary
LiteratureProfessional development for new teachers should begin with a solid induction program where they learn to consider specific educational contexts, and acquire practices and beliefs that last throughout their career (Glassford & Salinitri, 2007; Luft, Roehrig, & Patterson, 2003; Moir & Gless, 2001; Wong & Wong, 1998). The program’s goals were to improve teaching practices and student learning; to provide professional development opportunities; to contribute to a collaborative school environment; and to demonstrate to the public that new teachers have the skills and support they need to be effective teachers (Ontario College of Teachers [OCT], 2002, p.7).
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