Do teachers' years of experience make a difference in the quality of teaching?

Linda J. Graham*, Sonia L.J. White, Kathy Cologon, Robert C. Pianta

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    3 Citations (Scopus)
    2 Downloads (Pure)

    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 languageEnglish
    Article number103190
    Pages (from-to)1-10
    Number of pages10
    JournalTeaching and Teacher Education
    Volume96
    DOIs
    Publication statusPublished - 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

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