How do early career teachers value different types of support? A scale-adjusted latent class choice model
Paul F. Burke, Centre for the Study of Choice (CenSoC), Australia ; Peter J. Aubusson, Sandra R. Schuck, John D. Buchanan, Anne E. Prescott, Centre for Research in Learning & Change, Australia
TATE Volume 47, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Using a discrete choice experimental approach and associated Scale-Adjusted Latent Class Model (SALCM), we quantify the relative value early career teachers (ECTs) place on various types of support in the form of affirmation, resources, collegial opportunities, mentoring, and professional development. ECTs with intentions to depart the profession, place greater relative value on the sharing of resources, cooperative teaching and planning, offsite discussions about classroom management and programming with mentors, and having a greater professional voice. In contrast, those with intentions to remain, place greater value on observation from and conversations about teaching with more experienced teachers at their school.
Burke, P.F., Aubusson, P.J., Schuck, S.R., Buchanan, J.D. & Prescott, A.E. (2015). How do early career teachers value different types of support? A scale-adjusted latent class choice model. Teaching and Teacher Education: An International Journal of Research and Studies, 47(1), 241-253. Elsevier Ltd. Retrieved June 10, 2023 from https://www.learntechlib.org/p/202291/.
This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.01.005