Induction for early career teachers in secondary schools: Initiation, implementation and institutionalization
This paper investigates the induction of early career teachers (ECTs) in secondary education in the Netherlands. Support in the early years of teaching is essential as the teacher's role is a complex and demanding one and ECTs experience concerns which sometimes lead to dropout. This study repo...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2023-01-01
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| Series: | International Journal of Educational Research Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S266637402300033X |
| _version_ | 1797798592114589696 |
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| author | Rian Aarts Quinta Kools Barbara Roosken Rita Schildwacht Marina Bouckaert Emilie Diephuis |
| author_facet | Rian Aarts Quinta Kools Barbara Roosken Rita Schildwacht Marina Bouckaert Emilie Diephuis |
| author_sort | Rian Aarts |
| collection | DOAJ |
| description | This paper investigates the induction of early career teachers (ECTs) in secondary education in the Netherlands. Support in the early years of teaching is essential as the teacher's role is a complex and demanding one and ECTs experience concerns which sometimes lead to dropout. This study reports on the chances for institutionalization of an induction program (IP) for ECTs in secondary schools after their participation in a project in which they were supported by teacher education institutions in setting up such a program. Data were collected on three phases of the change process: initiation, implementation and institutionalization by means of semi structured interviews with ECTs, coaches and school managers of eight schools. The findings show that schools adopted support activities and implemented them in their context. ECTs and coaches stated that the IP offered them learning opportunities to develop professionally. School managers said it helped them in improving the schools’ IP and professionalization for all teachers by creating opportunities for collaborative learning. The level of institutionalization of induction varied between schools, showing that the change process is not straightforward and a variety of factors may be of influence. Despite this, the chances for a sustainable school induction policy seem to be higher if schools adopt most or all activities of a program (initiation), leading to higher chances of experiencing impact in educational practice (implementation). In this case, schools are more likely to continue the induction activities and incorporate them in a sustainable induction policy. |
| first_indexed | 2024-03-13T04:06:07Z |
| format | Article |
| id | doaj.art-3e7fcf9679ae4df2a4130046f15acfa6 |
| institution | Directory Open Access Journal |
| issn | 2666-3740 |
| language | English |
| last_indexed | 2024-03-13T04:06:07Z |
| publishDate | 2023-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | International Journal of Educational Research Open |
| spelling | doaj.art-3e7fcf9679ae4df2a4130046f15acfa62023-06-21T07:00:26ZengElsevierInternational Journal of Educational Research Open2666-37402023-01-014100258Induction for early career teachers in secondary schools: Initiation, implementation and institutionalizationRian Aarts0Quinta Kools1Barbara Roosken2Rita Schildwacht3Marina Bouckaert4Emilie Diephuis5Tilburg University, School of Humanities and Digital Sciences, Tilburg Center of the Learning Sciences, The Netherlands; Corresponding author.Fontys University of Applied Sciences, Teacher Education Institute, The NetherlandsFontys University of Applied Sciences, Teacher Education Institute, The NetherlandsFontys University of Applied Sciences, Teacher Education Institute, The NetherlandsFontys University of Applied Sciences, Teacher Education Institute, The NetherlandsTilburg University, School of Humanities and Digital Sciences, Tilburg Center of the Learning Sciences, The NetherlandsThis paper investigates the induction of early career teachers (ECTs) in secondary education in the Netherlands. Support in the early years of teaching is essential as the teacher's role is a complex and demanding one and ECTs experience concerns which sometimes lead to dropout. This study reports on the chances for institutionalization of an induction program (IP) for ECTs in secondary schools after their participation in a project in which they were supported by teacher education institutions in setting up such a program. Data were collected on three phases of the change process: initiation, implementation and institutionalization by means of semi structured interviews with ECTs, coaches and school managers of eight schools. The findings show that schools adopted support activities and implemented them in their context. ECTs and coaches stated that the IP offered them learning opportunities to develop professionally. School managers said it helped them in improving the schools’ IP and professionalization for all teachers by creating opportunities for collaborative learning. The level of institutionalization of induction varied between schools, showing that the change process is not straightforward and a variety of factors may be of influence. Despite this, the chances for a sustainable school induction policy seem to be higher if schools adopt most or all activities of a program (initiation), leading to higher chances of experiencing impact in educational practice (implementation). In this case, schools are more likely to continue the induction activities and incorporate them in a sustainable induction policy.http://www.sciencedirect.com/science/article/pii/S266637402300033XProfessional DevelopmentEarly career teachersInductionSecondary schoolInstitutionalization of educational change |
| spellingShingle | Rian Aarts Quinta Kools Barbara Roosken Rita Schildwacht Marina Bouckaert Emilie Diephuis Induction for early career teachers in secondary schools: Initiation, implementation and institutionalization International Journal of Educational Research Open Professional Development Early career teachers Induction Secondary school Institutionalization of educational change |
| title | Induction for early career teachers in secondary schools: Initiation, implementation and institutionalization |
| title_full | Induction for early career teachers in secondary schools: Initiation, implementation and institutionalization |
| title_fullStr | Induction for early career teachers in secondary schools: Initiation, implementation and institutionalization |
| title_full_unstemmed | Induction for early career teachers in secondary schools: Initiation, implementation and institutionalization |
| title_short | Induction for early career teachers in secondary schools: Initiation, implementation and institutionalization |
| title_sort | induction for early career teachers in secondary schools initiation implementation and institutionalization |
| topic | Professional Development Early career teachers Induction Secondary school Institutionalization of educational change |
| url | http://www.sciencedirect.com/science/article/pii/S266637402300033X |
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