Supporting novice teachers for deeper learning through a school–university partnership
Cheryl Mason BolickPurpose
This study was conducted to examine how a school and a university partnered to support a cohort of beginner teachers who graduated from the same teacher education program and taught in the same school. Deeper learning principles served as a framework for understanding their experiences during the two-year induction support program.
Design/methodology/approach
This qualitative study collected and analyzed data from five novice teachers over a two-year period. The data included interviews and transcriptions from new teacher support sessions. Data were analyzed by the author and a team of doctoral students. The new teacher sessions were based on Babinski and Rogers' (2002) model of teacher support.
Findings
The results showed that the new teacher support program helped novice teachers feel more confident and prepared using deeper learning principles. The teachers reported increased collaboration, practical problem-solving skills and stronger professional relationships because of participating in the program.
Originality/value
This article examines a school–university partnership that supported novice teachers through a cohort-based induction model grounded in deeper learning principles. The limitations and implications of this study are also discussed.