Supporting beginning teachers in urban environments

This dissertation provided insight in how beginning urban teachers can be better equipped for teaching in urban environments. The study identified several prominent problems faced by beginning urban teachers and showed the value and effective elements of both a professional development programme teachers outside the workplace and guidance at the workplace itself.
From this study, it can be concluded that newly qualified urban teachers encounter several difficult and complex issues that are to a certain extent related to teaching in an urban environment, in particular to the student populations of the schools.
Furthermore, this dissertation demonstrated the value of two different ways of supporting novice urban teachers. First, the contribution of a professional development programme that aimed to better equip beginning teachers for teaching in an urban environment was evaluated. Positive effects of the programme on teacher competences, self-efficacy and professional orientation were found. Furthermore, teachers considered the different modules, which offered a broader focus than just the direct classroom practice, and the network wherein teachers could share their experiences and expertise to be the most valuable elements of the programme.
Second, this study showed the importance of guidance at the workplace itself and identified several elements of induction that are valuable for beginning urban teachers. The results showed that not only support activities, such as the guidance of a coach or buddy, but also a good support culture is of great importance for beginning urban teachers.