Learning Environments Support for Beginning Teachers: Longitudinal Effects of Teacher Induction (Poster 18)

• In Event: AERA Poster Session Nine
  In Poster Session: Learning Environments for Formal and Informal Education

Abstract

Induction has long been viewed as a major strategy to foster beginning teachers’ in-service learning. In view of this, some conceptually-based induction programs are structured to nurture teachers’ learning and professionalisation upon career-entry, as an extension of pre-service teacher education. Compared to the substantial studies on student learning, the processes of teachers’ learning in the learning environments field is particularly underexplored. To fill this gap, this study examines the longitudinal effects of induction arrangement, a form of learning environments support, on beginning teachers’ progress in learning to teach. Results of latent growth modelling suggest that creating supportive learning-to-teach psychosocial environments needs careful consideration. The content, quantity, and quality of each induction practice should be tailored to individual differences.

Authors

• Xiangyuan Feng, University of Groningen
  Presenting Author

• Michelle Helms-Lorenz, University of Groningen
  Non-Presenting Author

• Ridwan Maulana, University of Groningen
  Non-Presenting Author