A Framework for Supporting Teacher Development and Progression: Identifying Conditions to Support Teaching Interns and Early Career Teachers
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| Title: | A Framework for Supporting Teacher Development and Progression: Identifying Conditions to Support Teaching Interns and Early Career Teachers |
|---|---|
| Language: | English |
| Authors: | Sandi Fielder, Chad Morrison, Susan Ledger, Peter Whipp |
| Source: | Australian Journal of Teacher Education. 2024 49(6):105-119. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Faculty Development, Teacher Interns, Beginning Teachers, Preservice Teachers, Preservice Teacher Education, Teacher Persistence, Beginning Teacher Induction, Teacher Shortage, Resilience (Psychology) |
| ISSN: | 0313-5373 1835-517X |
| Abstract: | Early career teacher retention and progression are complex issues which inform discourse about and review of pre-service teacher preparation. Debate about how to best connect pre-service teachers' theoretical learning about teaching to practical application and reflection within the classroom (praxis) is ever-present within this dialogue. Extended teaching internship is identified as effective for connecting these elements of learning to teach, through sustained placement activity situated within supportive school environments. These extended experiences are located within communities of practice and facilitate ongoing reflection on transitions from pre-service to early career teaching. The mixed methods research reported here focused on participants' retrospective views of an extended internship and highlighted key elements that connected practice with developing understandings of what it means to be a teacher. Participants' perspectives emphasised how their experiences established vital connections between them and the profession. Analysis of these data underpinned the development of a conceptual framework (Teacher Development and Progression Framework) that illustrates the complex nature of learning to teach and how interdependent factors support momentum and traction into and beyond the early career phase. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464283 |
| Database: | ERIC |
| Abstract: | Early career teacher retention and progression are complex issues which inform discourse about and review of pre-service teacher preparation. Debate about how to best connect pre-service teachers' theoretical learning about teaching to practical application and reflection within the classroom (praxis) is ever-present within this dialogue. Extended teaching internship is identified as effective for connecting these elements of learning to teach, through sustained placement activity situated within supportive school environments. These extended experiences are located within communities of practice and facilitate ongoing reflection on transitions from pre-service to early career teaching. The mixed methods research reported here focused on participants' retrospective views of an extended internship and highlighted key elements that connected practice with developing understandings of what it means to be a teacher. Participants' perspectives emphasised how their experiences established vital connections between them and the profession. Analysis of these data underpinned the development of a conceptual framework (Teacher Development and Progression Framework) that illustrates the complex nature of learning to teach and how interdependent factors support momentum and traction into and beyond the early career phase. |
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| ISSN: | 0313-5373 1835-517X |
