Abstract
Extensive reforms have been made to initial teacher education (ITE) to improve “teacher quality” without any evidence to support the claim that beginning teachers are less competent than experienced teachers. This study adds to the evidence base by investigating associations between teachers’ years of experience and teaching quality. Results show no evidence of lower teaching quality for beginning teachers (0–3 years’ experience), but some evidence of a decline in teaching quality for teachers with 4–5 years experience. Findings suggest that the quality of teaching could be higher overall, and that targeted support and evidence-informed professional learning would benefit all teachers.
| Original language | English |
|---|---|
| Article number | 103190 |
| Pages (from-to) | 1-10 |
| Number of pages | 10 |
| Journal | Teaching and Teacher Education |
| Volume | 96 |
| DOIs | |
| Publication status | Published - Nov 2020 |
Bibliographical note
Copyright the Author(s) 2020. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.Keywords
- Beginning teachers
- Classroom observations
- Initial teacher education
- Teachers’ years of experience
- Teaching quality