Supporting Early Career Teachers by Using the Power of Collegial Ties: Three Lessons From Educational Research

• In Event: Creating Collaborative Structures Within and Between Schools as a Basis for School Development

Abstract

Teachers entering the profession face the daunting task of assuming full responsibility for their classrooms from the start (Keller-Schneider, Zhong, & Yeung, 2020). While initial teacher education programs equip them with the necessary knowledge and skills, the multifaceted nature of teaching requires ongoing professional development and support throughout their career (La Velle & Flores, 2018). Furthermore, worldwide high attrition rates among early career teachers exacerbate the problem of teacher shortages (see e.g., De Witte, De Cort, & Gambi, 2023; Lindqvist et al. 2014).

In response to these challenges, there is a growing consensus on the need for high-quality induction support for early career teachers, which can be defined as all initiatives established to support early career teachers in their professional development during the early years of their teaching career (Ingersoll & Strong, 2011). However, a wide spectrum of induction practices exist around the globe and even within countries. While this allows countries or even individuals schools within countries to fully tailor this support to their specific context and needs of their early career teachers, it prompts us to scrutinize whether the implemented induction practices fully embrace and integrate contemporary scientific findings emphasizing the efficacy of collaborative structures within schools for fostering professional growth and overall school development (see e.g., Moolenaar, 2012).

This commentary paper, authored by an international group of educational researchers, undertakes a critical analysis of recent practices around the world aimed at bolstering support for early career teachers. In this endeavor, the analysis is anchored in recent scientific findings, particularly emphasizing the power of collegial ties within schools. Through an exhaustive examination of existing literature and sustained reflective dialogues among the authors, three pivotal lessons emerge:
1. Induction should be considered a shared responsibility, emphasizing the collective commitment of the entire school team in supporting beginning teachers;
2. Induction should be viewed as a comprehensive process that attends to both the demands of the job while fostering the personal and professional growth of the individual teachers, and
3. Induction should be regarded as a reciprocal form of professionalization, facilitating ongoing collaboration and learning between novice and experienced educators.

By articulating a substantiated viewpoint on the complex issue of teacher induction, this paper contributes to the ongoing policy debate on ensuring that beginning teachers receive the necessary support for success. The proposed lessons serve as a guide for policymakers, teacher education institutions, and school administrators to enhance the quality and status of teacher education, ultimately addressing teacher shortages on a global scale.

Authors

• Laura Thomas, Ghent University

• Charlotte Struyve, KU Leuven

• Helma Oolbekkink-Marchand, Radboud University Nijmegen

• Alison R.C. Fox, Open University UK

• Ruben Vanderlinde, Ghent University