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“I’m finally getting that help that I needed”: Early career teacher induction and professional learning

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Abstract

This paper reports findings from a study of early career teachers (ECTs) in Western Australia. The aim of this study was to investigate the professional learning activities of ECTs and the perceived impact of these on their professional development. Data were gathered via two online surveys and interviews. Findings reveal that ECTs participated in a range of formal and informal professional learning activities which were accessed through the Department of Education and their schools. The activities that had the greatest perceived impact on professional development were engaging in informal dialogue with colleagues and participation in an in-class coaching programme. Results lend support to the criticism of the unhelpful dichotomy between formal and informal learning in the provision of professional learning activities for teachers, and ECTs especially. They also highlight the critical role played by relationships and school contexts in ensuring the future generation of teachers are equipped to provide high-quality teaching and will remain resilient and committed to the profession beyond the early career years.

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Acknowledgements

The authors wish to acknowledge the Education Department of Western Australia for supporting this research, and the ECTs who generously gave of their time to participate.

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Authors and Affiliations

  1. The University of Notre Dame, Australia, PO Box 1225, Fremantle, 6959, Australia

    Caroline Mansfield

  2. London Centre for Leadership in Learning, UCL Institute of Education, 20 Bedford Way, London, WC1H 0AL, UK

    Qing Gu

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  1. Caroline Mansfield
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  2. Qing Gu
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Correspondence to Caroline Mansfield.

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Mansfield, C., Gu, Q. “I’m finally getting that help that I needed”: Early career teacher induction and professional learning. Aust. Educ. Res. 46, 639–659 (2019). https://doi.org/10.1007/s13384-019-00338-y

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