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Abstract
The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group. The experimental schools used induction arrangements; the authors measured the effects of these arrangements by using repeated lesson observations and by comparing the rates at which beginners in the control and experimental groups left the teaching profession. Three years later, 14% of the control group and 12% of the experimental group had left. Leaving the profession could be explained by a lack of certification and low initial teaching skill levels. The experimental group exhibited greater improvement in teaching skills compared to the control group. Workload reduction influenced the skill level negatively, and coaching and observing had a strong positive influence on the skill level in Year 3.
Acknowledgements
Our special thanks go to Anna Verkade, Jaap Buitink, Chrisbert van Mourik, Geke Schuurman, Carla Griep, Wiepkje ‘t Hart, and Bert Slof for their great commitment and dedication to the national induction program.
Disclosure statement
No potential conflict of interest was reported by the author(s).
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Notes on contributors
Michelle Helms-Lorenz
Michelle Helms-Lorenz is an associate professor at the Department of Teacher Education, University of Groningen, The Netherlands. Her research interest includes the teaching skills and wellbeing of beginning and pre-service teachers and effective interventions to promote their professional growth and retention.
Wim van de Grift
Wim van de Grift is a full professor and director of the Department of Teacher Education, University of Groningen, The Netherlands. His research interest involves educational effectiveness, professional development of teachers, quantitative methodology, as well as subject-related teaching skills and performances.
Ridwan Maulana
Ridwan Maulana is an assistant professor at the Department of Teacher Education, University of Groningen, The Netherlands. He received his doctorate in educational sciences from the same university. His major research interests involve teaching and teacher education, learning and instruction, as well as statistics and methods associated with the measurements of teaching in the context of teacher education.