How do early career teachers value different types of support? A scale-adjusted latent class choice model

Burke, PF; Aubusson, PJ; Schuck, SR; Buchanan, JD; Prescott, AE

How do early career teachers value different types of support? A scale-adjusted latent class choice model

Burke, PF

Aubusson, PJ

Schuck, SR

Buchanan, JD

Prescott, AE

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Publication Type:: Journal Article
Citation:: Teaching and Teacher Education, 2015, 47 pp. 241 - 253
Issue Date:: 2015-04-01

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Field	Value	Language
dc.contributor.author	Burke, PF https://orcid.org/0000-0003-0978-0237	en_US
dc.contributor.author	Aubusson, PJ https://orcid.org/0000-0002-6319-0695	en_US
dc.contributor.author	Schuck, SR https://orcid.org/0000-0001-7482-0480	en_US
dc.contributor.author	Buchanan, JD https://orcid.org/0000-0001-6454-2296	en_US
dc.contributor.author	Prescott, AE https://orcid.org/0000-0001-7976-3438	en_US
dc.date.available	2020-05-25T19:01:56Z
dc.date.issued	2015-04-01	en_US
dc.identifier.citation	Teaching and Teacher Education, 2015, 47 pp. 241 - 253	en_US
dc.identifier.issn	0742-051X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/33089
dc.description.abstract	© 2015 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.	en_US
dc.relation.ispartof	Teaching and Teacher Education	en_US
dc.relation.isbasedon	10.1016/j.tate.2015.01.005	en_US
dc.subject.classification	Education	en_US
dc.title	How do early career teachers value different types of support? A scale-adjusted latent class choice model	en_US
dc.type	Journal Article
utslib.citation.volume	47	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Marketing Discipline
pubs.organisational-group	/University of Technology Sydney/Strength - ACRI - Australia China Relations Institute
pubs.organisational-group	/University of Technology Sydney/Strength - BIDA - Business Intelligence and Data Analytics
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US
pubs.volume	47	en_US

Abstract:

© 2015 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.

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http://hdl.handle.net/10453/33089