National Induction Arrangement in the Netherlands: Teacher Characteristics Predicting Differences in Perceived Support

• In Event: 64.052 - International Perspectives on Teacher Recruitment, Induction, Mentoring, and Retention for and From Diverse Contexts

Abstract

In the search to find ways to assure the growth of teaching quality of more BTs, schools need to provide induction arrangements that meet specific individual challenges. Recently, more than half of the secondary education schools in the Netherlands implement a three year induction programme. The objective of this study is to unravel the support afforded to 1,264 beginning teachers in relation to individual characteristics (gender, age, qualification type and teaching quality) in the first year of the arrangement. Less effective beginning teachers do not receive a similar amount and type support, indicating that current induction arrangements do not reach teachers with greater need for support adequately, or that schools are selective in investing in the development of their teachers.

Authors

• Marieke van der Pers, University of Groningen

• Michelle Helms-Lorenz, University of Groningen