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What Can Be Done to Support New Teachers?

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Abstract

Schools are providing support for new teachers in the form of mentoring and induction programmes, but nearly one third of new teachers report a high level of need for professional development around student discipline and behaviour problems. Contrary to what is often reported, the schools in which new teachers teach are no different than those of their more experienced colleagues. According to the countries surveyed in the Teaching and Learning International Survey (TALIS), new teachers1 spend less time on teaching and learning and more time on classroom management and report lower levels of self-efficacy than experienced teachers.

Suggested Citation

  • Oecd, 2012. "What Can Be Done to Support New Teachers?," Teaching in Focus 2, OECD Publishing.
    • Handle: RePEc:oec:eduaah:2-en
    DOI: 10.1787/5k4220vtnx32-en
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    Cited by:

    1. Gerald Carlino & Robert P. Inman, 2016. "Fiscal Stimulus in Economic Unions: What Role for States?," Tax Policy and the Economy, University of Chicago Press, vol. 30(1), pages 1-50.
    2. Mundaca, Luis & Luth Richter, Jessika, 2015. "Assessing ‘green energy economy’ stimulus packages: Evidence from the U.S. programs targeting renewable energy," Renewable and Sustainable Energy Reviews, Elsevier, vol. 42(C), pages 1174-1186.
    3. Rebelo, João & Caldas, José, 2015. "The Economic Role of the Portuguese Agricultural Cooperatives," Brazilian Journal of Rural Economy and Sociology (Revista de Economia e Sociologia Rural-RESR), Sociedade Brasileira de Economia e Sociologia Rural, vol. 53(Supplemen), pages 1-12, March.

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