Master Colloquium Anita Merkon (EST) - Alignment of Induction Programs With Beginning Teachers' Needs: a Policy and Practice Perspective

Speaker  

:

Anita Merkon

Title

:

Alignment of Induction Programs With Beginning Teachers' Needs: a Policy and Practice Perspective

Abstract

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The transition from teacher training to professional teaching is a critical phase in a teacher’s career. To support beginning teachers during this phase, induction programs are conducted and aim to address their challenges and needs. Induction programs consist of aspects such as workload reduction, coaching, enculturation and professionalization. The effectiveness of induction programs, however, is influenced by the extent to which the induction offer aligns with the needs of beginning teachers, and by how adaptive it is. 

This research focuses on the alignment between the policy documents of school boards regarding induction programs, and the actual needs of beginning teachers in Dutch primary education. Through policy documents analysis of twelve school boards and comparing these with the survey data of 38 beginning teachers, it is investigated which induction measures are (experienced as) offered, to what extent they are adaptive, and to what extent they align with the needs of the beginning teachers.

The results show that mainly coaching is structurally included in policy, while aspects such as workload reduction and professionalization are only limitedly present. Enculturation is moderately included. In practice, beginning teachers experience most support in coaching and enculturation, but there appears to be more support experienced in practice than included in policy at most school boards. Adaptive elements — such as differentiated support, ongoing development, and teacher involvement — are included in half of the school boards’ policies.

An important insight of this research is that there is on multiple fronts no alignment between policy, practice, and the needs of beginning teachers, especially regarding workload reduction and professionalization. This hinders the effectiveness of induction programs and increases the risk of teacher attrition. School boards are therefore being advised to (further) adapt the induction to the needs of beginning teachers, to enhance teacher effectiveness, job satisfaction, and teacher retention.

Keywords: induction programs, beginning teachers, adaptive support, teacher induction policy, alignment policy and needs, teacher attrition

Date

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July 21, 2025

Time

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15:30 hrs.

Building/Room

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Ravelijn 2237

Graduation     Committee    

:

dr. Marieke van Geel

dr. Sara de Bruin