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Survey data from teachers in Queensland during their first three years identifies current access to support and perceived gaps, showing that some beginning teachers remain effectively unsupported. Drawing on prior evidence, the study argues universities can expand their role and proposes guidelines for a national online community, modeled on a successful professional support case study.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/beginning-teacher-support-in-australia-towards-an-online-community-to-augment-current-support-article-4/593562/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/beginning-teacher-support-in-australia-towards-an-online-community-to-augment-current-support-article-4/593562.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address regarding beginning teacher support in Australia?","Question",{"text":112,"@type":113},"The paper addresses the need to move beyond school-based induction and support, because some beginning teachers are effectively unsupported due to limitations in school-delivered mentoring and induction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What evidence does the paper use to assess support for beginning teachers?",{"text":117,"@type":113},"It uses survey results from beginning teachers in Queensland about their experiences in their first year, combined with existing evidence on induction, mentoring, and teacher attrition.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper suggest improving support for beginning teachers?",{"text":121,"@type":113},"It proposes developing a national online knowledge-sharing community for pre-service and beginning teachers, guided by results from the survey and informed by a case study of a successful online professional support community.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593562,1792211146,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 39 | Issue 4 | Article 4 |\n| --- | --- |\n\n2014  \nBeginning Teacher Support in Australia: Towards an Online Community to Augment Current Support  \nNick Kelly  \nUniversity of Southern Queensland, [nick.kelly@usq.edu.au](nick.kelly@usq.edu.au)  \nShirley Reushle  \nUniversity of Southern Queensland  \nSayan Chakrabarty  \nUniversity of Southern Queensland  \nAnna Kinnane  \nQueensland College of Teachers  \nRecommended Citation  \nKelly, N., Reushle, S., Chakrabarty, S., & Kinnane, A. (2014). Beginning Teacher Support in Australia: Towards an Online Community to Augment Current Support. Australian Journal of Teacher Education, 39 (4).  \n[http://dx.doi.org/10.14221/ajte.2014v39n4.6](http://dx.doi.org/10.14221/ajte.2014v39n4.6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss4/4](http://ro.ecu.edu.au/ajte/vol39/iss4/4)  \nAustralian Journal of Teacher Education  \nBeginning Teacher Support in Australia: Towards an Online Community  \nto Augment Current Support  \nNick Kelly  \nShirley Reushle  \nSayan Chakrabarty  \nAnna Kinnane  \nQueensland College of Teachers  \nAbstract: This paper describes opportunities to improve the current support  \nprovided to beginning teachers in Australia. It holds that there is a need for  \napproaches that go beyond school-based induction and support. The paper presents data from a survey of beginning teachers in Queensland, with aims to determine current access to support and perceptions about gaps in support. It uses these findings alongside existing evidence to make arguments that some beginning teachers are effectively unsupported and that universities have the potential to play a greater role in beginning teacher support. Further results are used to suggest guidelines for developing a national online community of pre-service and beginning teachers. A case study of a successful online  \nprofessional support community is used as a model for how this may be  \nimplemented.  \nIt has been well established that induction and mentoring programs provide effective support for beginning teachers when these programs are successfully implemented (Barrera, Braley, & Slate, 2010; Bickmore & Bickmore, 2010; Carter & Francis, 2001; Hudson, 2012; Ingersoll & Strong, 2011). Mentoring and induction programs are typically school-based, in the sense that they are reliant for both presence and quality upon the school community at which the teacher is based. Two groups of beginning teachers that are disadvantaged by the reliance upon school-based support are casual/short-term teachers and teachers in remote schools.  \nOver 16% of all primary teachers and 10% of all high school teachers are employed in either casual work or on contracts of duration less than one year (McKenzie, Rowley, Weldon, & Murphy, 2011). It is likely that beginning teachers (defined as those in their first year of teaching service) are over-represented in these numbers. Numbers differ between states in the country. The state of Queensland can be used as an example of this overrepresentation where in 2013 only 197 Queensland teaching graduates secured permanent positions in public schools whilst 348 were given temporary employment (Chilcott, 2013) . It is difficult for a school to provide a quality induction or mentoring program for these casual or short-term teachers. These beginning teachers often have reduced time spent in their school and may even be teaching at multiple schools.  \nThere is also variation between schools in the level of support that they can provide to beginning teachers. For example, the opportunities for collegial support and community development for a beginning teacher at a small remote school are likely to lesser when compared than those available at a large urban private school. A comprehensive induction program of significant length and depth of support can assist teacher retention (Ingersoll & Strong, 2011), but requires school based support fo","cbCaitCmuLG6fMXT","https://ap.wps.com/l/cbCaitCmuLG6fMXT","pdf",165251,16,"English","# Abstract\n# Background and Rationale\n## Induction, mentoring, and school-based limitations\n## Attrition and costs of inadequate support\n# Survey Approach and Purpose\n## Access to support and perceived gaps\n## Design considerations for future research\n# Proposed Online Community Model\n## Guidelines and case study example","[{\"question\":\"What problem does the paper address regarding beginning teacher support in Australia?\",\"answer\":\"The paper addresses the need to move beyond school-based induction and support, because some beginning teachers are effectively unsupported due to limitations in school-delivered mentoring and induction.\"},{\"question\":\"What evidence does the paper use to assess support for beginning teachers?\",\"answer\":\"It uses survey results from beginning teachers in Queensland about their experiences in their first year, combined with existing evidence on induction, mentoring, and teacher attrition.\"},{\"question\":\"How does the paper suggest improving support for beginning teachers?\",\"answer\":\"It proposes developing a national online knowledge-sharing community for pre-service and beginning teachers, guided by results from the survey and informed by a case study of a successful online professional support community.\"}]","Beginning Teacher Support in Australia - Towards an Online Community to Augment Current Support - Article 4 | PDF",1792077484]