{"title":"方案设计和辅导支持对新教师入职体验的影响","authors":"Andrew Kwok, Douglas Mitchell, D. Huston","doi":"10.1080/13611267.2021.1915542","DOIUrl":null,"url":null,"abstract":"ABSTRACT Program surveys of over 2,000 novice teachers and 1,000 of their reflective coaches are analyzed to explore the impact of induction, generally, and coaching, specifically, on two program outcomes. Using Exploratory Structural Equation Modeling, we find that certain induction structures, aspects of coaching activities, and teacher-coach match characteristics can have an impact on professional learning and teacher pedagogical success. Findings have implications for induction program design and the impact teacher coaching can have in professional development.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":"{\"title\":\"The impact of program design and coaching support on novice teachers’ induction experience\",\"authors\":\"Andrew Kwok, Douglas Mitchell, D. Huston\",\"doi\":\"10.1080/13611267.2021.1915542\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Program surveys of over 2,000 novice teachers and 1,000 of their reflective coaches are analyzed to explore the impact of induction, generally, and coaching, specifically, on two program outcomes. Using Exploratory Structural Equation Modeling, we find that certain induction structures, aspects of coaching activities, and teacher-coach match characteristics can have an impact on professional learning and teacher pedagogical success. Findings have implications for induction program design and the impact teacher coaching can have in professional development.\",\"PeriodicalId\":46613,\"journal\":{\"name\":\"MENTORING & TUTORING\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2021-03-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"7\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"MENTORING & TUTORING\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13611267.2021.1915542\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"MENTORING & TUTORING","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13611267.2021.1915542","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The impact of program design and coaching support on novice teachers’ induction experience
ABSTRACT Program surveys of over 2,000 novice teachers and 1,000 of their reflective coaches are analyzed to explore the impact of induction, generally, and coaching, specifically, on two program outcomes. Using Exploratory Structural Equation Modeling, we find that certain induction structures, aspects of coaching activities, and teacher-coach match characteristics can have an impact on professional learning and teacher pedagogical success. Findings have implications for induction program design and the impact teacher coaching can have in professional development.
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