Content area
Purpose. This study explored the firsthand experiences of beginning TK-6 elementary teachers in Los Angeles County as they engaged in professional development and applied the knowledge gained into their classroom practices while participating in Comprehensive Teacher Induction Program (CTIP). This study aimed to assess how beginning teachers perceived and applied insights from professional development sessions to evaluate the training's effectiveness on their teaching methods during their crucial first year.
Theoretical Framework. Bandura’s (1977) Social Learning Theory provided a theoretical lens for this study. 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. A qualitative phenomenological methodology was utilized in this study. This methodology facilitated the identification of 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 in the California Teacher Induction Program (CTIP). PD that is practical, relevant, and tailored to the needs of new teachers helps mitigate cognitive overload caused by high PD volumes and CTIP requirements. Mentorship and peer support are essential for skill-building and confidence. However, excessive, non-customized PD sessions and limited reflection time were found to potentially reduce engagement. Study results suggest that state and school stakeholders should streamline PD to support both CTIP goals and beginning teachers’ immediate classroom needs.
Recommendations. Critical gaps in research on professional development for new teachers was identified, 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 early-career educators, while assessing its effectiveness in comparison to 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.