Abstract
ABSTRACT
Purpose. This study addresses a gap in the literature by clearly describing and identifying effective professional development models for beginning TK-6 elementary teachers. Limited research has examined how professional development influences the growth of new teachers' instructional practices and classroom management skills. Focusing on this critical period, the study aims to shed light on how beginning teachers integrate professional development into their teaching approaches and its influence in their classrooms.
Theoretical Framework. Bandura’s Social Learning Theory provided a lens for this study. Social learning is divided into three key components: observation, imitation, and social interaction. Through these processes, individuals learn and acquire new behaviors and skills by observing others, imitating their actions, and engaging in social exchanges. This framework guided the exploration of how beginning TK-6 teachers absorb and apply professional development content within their classroom practices during their early years of teaching.
Methodology. This study utilized a qualitative phenomenological method to explore the experiences and stories of beginning TK-6 elementary teachers and the role that professional development has played in their initial year of teaching. This methodology helped to identify the essential instructional practices that new teachers develop as a result of their professional development experiences.
Findings and Conclusion. This study highlights challenges in professional development (PD) for beginning teachers, particularly those in the California Teacher Induction Program (CTIP). PD that is practical, relevant, and tailored to new teachers' needs helps mitigate cognitive overload caused by high PD volumes and CTIP requirements. Mentorship and peer support are essential for skill-building and confidence, aligning with Bandura’s Social Learning Theory. However, excessive, non-customized PD sessions and limited reflection time can reduce engagement. The study suggests that state and school stakeholders should streamline PD to support both CTIP goals and new teachers’ immediate classroom needs.
Recommendations. This study identifies critical gaps in professional development research for new teachers, including alignment with immediate needs, impact on retention, and mentorship roles. Future research should explore social media as a PD tool to enhance collaboration and support, particularly for younger teachers, assessing its effectiveness versus traditional formats. Investigating optimal PD frequency and structure to avoid cognitive overload, particularly through varied models and schedules, could improve engagement and retention. Additionally, research on selecting effective mentors and mentorship structures would refine support for new teachers. Lastly, studies on personalized PD models could reveal benefits over standardized approaches, enhancing relevance and teacher satisfaction.