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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
FullText Text:
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  Data: A Framework for Supporting Teacher Development and Progression: Identifying Conditions to Support Teaching Interns and Early Career Teachers
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  Data: <searchLink fieldCode="AR" term="%22Sandi+Fielder%22">Sandi Fielder</searchLink><br /><searchLink fieldCode="AR" term="%22Chad+Morrison%22">Chad Morrison</searchLink><br /><searchLink fieldCode="AR" term="%22Susan+Ledger%22">Susan Ledger</searchLink><br /><searchLink fieldCode="AR" term="%22Peter+Whipp%22">Peter Whipp</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Teacher+Education%22"><i>Australian Journal of Teacher Education</i></searchLink>. 2024 49(6):105-119.
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  Data: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
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  Data: <searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Interns%22">Teacher Interns</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teacher+Induction%22">Beginning Teacher Induction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Shortage%22">Teacher Shortage</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink>
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  Data: 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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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 105
    Subjects:
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teacher Interns
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Beginning Teacher Induction
        Type: general
      – SubjectFull: Teacher Shortage
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
    Titles:
      – TitleFull: A Framework for Supporting Teacher Development and Progression: Identifying Conditions to Support Teaching Interns and Early Career Teachers
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              Y: 2024
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