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Supporting New Teachers as Designers of Learning

Authors :
Barbara Brown
Sharon Friesen
Jaime Beck
Verena Roberts
Source :
Education Sciences, Vol 10, Iss 8, p 207 (2020)
Publication Year :
2020
Publisher :
MDPI AG, 2020.

Abstract

The aim of this study was to examine a professional learning intervention designed to support new teachers with implementing professional practice competencies. Partners from a school authority joined researcher-practitioners from a university to engage in designing a professional learning series for new teachers. A design-based research approach using quantitative (pre- and post-surveys) and qualitative data (artifacts of learning, field notes, classroom observations) were analyzed over one year. There were over 450 participants involved in the professional learning series. The findings indicated the professional learning intervention positioned new teachers as designers of learning engaging in continuous cycles of design–enactment–reflection and strengthened their pedagogical capacity to interconnect professional practice competencies with support from a community of learners. The findings from this study have implications for supporting new teachers during a period of induction and demonstrate one way to provide new teachers with the foundation for continual growth throughout their career.

Details

Language :
English
ISSN :
22277102
Volume :
10
Issue :
8
Database :
Directory of Open Access Journals
Journal :
Education Sciences
Publication Type :
Academic Journal
Accession number :
edsdoj.775debc0844b8ad90091a410d476f
Document Type :
article
Full Text :
https://doi.org/10.3390/educsci10080207