TY - JOUR
T1 - A longitudinal study of induction on the acceleration of growth in teaching quality of beginning teachers through the eyes of their students
AU - Maulana, Ridwan
AU - Helms-Lorenz, Michelle
AU - van de Grift, Wim
PY - 2015
Y1 - 2015
N2 - This study examines the development of beginning teachers' teaching quality during the first three years of teaching. Schools were randomly assigned to an experimental condition, to develop support programs (induction) for beginning teachers. Induction focused on personal coaching and the enhancement teacher autonomy and connectedness. Analyses were based on a total sample of 276 beginning teachers and 4932 students from 63 schools over the course of three years. Students perceived more rapid teaching quality increases over time in the experimental condition compared to the control condition. Certification status, gender, and induction programs explain differences (and changes) in perceived teaching quality.
AB - This study examines the development of beginning teachers' teaching quality during the first three years of teaching. Schools were randomly assigned to an experimental condition, to develop support programs (induction) for beginning teachers. Induction focused on personal coaching and the enhancement teacher autonomy and connectedness. Analyses were based on a total sample of 276 beginning teachers and 4932 students from 63 schools over the course of three years. Students perceived more rapid teaching quality increases over time in the experimental condition compared to the control condition. Certification status, gender, and induction programs explain differences (and changes) in perceived teaching quality.
U2 - 10.1016/j.tate.2015.07.003
DO - 10.1016/j.tate.2015.07.003
M3 - Article
SN - 0742-051X
VL - 51
SP - 225
EP - 245
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
ER -