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NEWTT – a New Way for New Talents in Teaching

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NEWTT – a New Way for New Talents in Teaching Recruiting and Preparing Teachers Through an Alternative Programme: A European Policy Experiment on the Teach For All Approach in Five Countries Hermann Josef Abs Eva Anderson-Park Stefanie Morgenroth NEWTT Impact Evaluation: Final Report to the European Commission Reference: 564718-EPP-1-2015-2-BG-EPPKA3-PI-POLICY / 2015-3741 GA number: 2015-3741 / 001-001, Essen (Germany), March 2019 Table of Contents Acknowledgements ......................................................................................................................... V Executive Summary: The NEWTT Policy Experiment – Testing Four Hypotheses ........................ VII List of Tables ................................................................................................................................ XIV List of Figures ................................................................................................................................ XX 1 The NEWTT Project ................................................................................................................. 1 2 Theoretical Background .......................................................................................................... 4 2.1 Previous Research on Alternative Pathways into Teaching ............................................. 4 2.2 Teach For All– Studies of a Prominent Alternative Teacher-Training Pathway ............... 6 2.3 Theoretical Impact Model ................................................................................................ 8 3 Design of the Policy Experiment ........................................................................................... 11 Head Teacher Survey. ........................................................................................................... 12 3.1 Participants in the Policy Experiment ............................................................................ 13 3.1.1 Process of Control Group Selection ........................................................................ 15 3.1.2 Timeline of Control Group Selection ...................................................................... 16 3.2 Timeline and Stages of Data Collection of the Policy Experiment ................................. 17 3.3 Intended and Recruited Samples (Overall and Country-Specific) .................................. 20 3.4 Sample Head Teachers ................................................................................................... 25 3.5 Design of Instruments .................................................................................................... 26 3.5.1 General Instruments ............................................................................................... 27 3.5.2 Knowledge Test ....................................................................................................... 28 3.6 Procedure of the Project ................................................................................................ 30 4 Macro-Level Results .............................................................................................................. 33 4.1 Socioeconomic Factors and Working Conditions of Teachers in Participating Countries ................................................................................................................................... 33 4.2 Process of Teacher Education – Alternative vs. Traditional Routes .............................. 36 4.2.1 Overview of Academic Teacher Education in the Participating Countries ............. 36 4.2.2 Overview of Teacher Education Within the Teach For All Programme .................. 39 II Macro-Level Results – Summary ............................................................................................... 47 5 Meso-Level Results ............................................................................................................... 50 5.1 Selection Process ............................................................................................................ 51 5.1.1 Prerequisites for Traditional Academic Teacher Education ................................... 51 5.1.2 Recruitment Process for the Teach For All Programme ......................................... 52 5.2 Content of Teacher Education ....................................................................................... 57 5.2.1 Overview of the Content of Traditional Teacher Education Programmes ............. 57 5.2.2 Overview of the Content of Alternative (Teach For All) Teacher Education Programmes .......................................................................................................................... 58 5.3 Schools as a Context for Professional Development ..................................................... 64 5.3.1 Collaboration Between Teach For All Organisations and Schools .......................... 64 5.3.2 Overview of Mentoring/Teacher Induction in the Teach For All Programme ........ 68 5.3.3 Overview of Mentoring/Teacher Induction in Traditional Routes into Teaching .. 69 5.3.4 Tasks of Fellows at School....................................................................................... 78 Meso-Level Results – Summary ................................................................................................ 82 6 Micro-Level Results ............................................................................................................... 84 6.1 Characteristics of Traditionally-Trained and Alternatively-Trained Teachers at the Beginning of Their Teaching Careers ........................................................................................ 84 6.1.1 Participant Characteristics: Austria......................................................................... 84 6.1.2 Participant Characteristics: Basque Country .......................................................... 96 6.1.3 Participant Characteristics: Bulgaria ..................................................................... 108 6.1.4 Participant Characteristics: Latvia ........................................................................ 122 6.1.5 Participant Characteristics: Romania .................................................................... 131 Characteristics of Traditionally-Trained and Alternatively-Trained Teachers at the Beginning of Their Teaching Careers – Transnational Summary ................................................................. 142 6.2 Development of Teacher Competences and Teacher Knowledge of Alternatively-Trained Beginning Teachers over the First Two Years of Their Teaching Career ................................ 144 6.2.1 Development of Teacher Competences and Teacher Knowledge: Austria .......... 145 6.2.2 Development of Teacher Competences and Teacher Knowledge: Basque Country ............................................................................................................................... 150 6.2.3 Development of Teacher Competences and Teacher Knowledge: Bulgaria ........ 156 III 6.2.4 Development of Teacher Competences and Teacher Knowledge: Latvia ............ 162 6.2.5 Development of Teacher Competences and Teacher Knowledge: Romania ....... 167 Development of Teacher Competences and Teacher Knowledge of Alternatively-Trained Beginning Teachers over the First Two Years of Their Teaching Career – Transnational Summary ...................................................................................................................................... 172 6.3 Comparison of Teacher Competences, Opportunities to Learn, and Pedagogical Knowledge of Alternatively-Trained and Traditionally-Trained Beginning Teachers at the End of the Second Year Working at School ................................................................................... 174 6.3.1 Comparison of Opportunities to Learn, Teaching Competences, and Pedagogical Knowledge of Alternatively- and Traditionally-Trained Teachers: Austria......................... 176 6.3.2 Comparison of Opportunities to Learn, Teaching Competences, and Pedagogical Knowledge of Alternatively-Trained and Traditionally-Trained Teachers: Bulgaria .......... 182 Comparison of Teacher Competences, Opportunities to Learn, and Pedagogical Knowledge of Alternatively-Trained and Traditionally-Trained Beginning Teachers at the End of the Second Year Working at School – Transnational Summary ................................................................ 188 6.4 Indicators of Job Satisfaction and Inclination to Stay in the Profession for Alternatively- Trained and Traditionally-Trained Beginning Teachers After the First Two Years Working at School ...................................................................................................................................... 190 6.4.1 Indicators of Job Satisfaction and Inclination to Stay in the Profession: Austria . 191 6.4.2 Indicators of Job Satisfaction and Inclination to Stay in the Profession: Basque Country ............................................................................................................................... 196 6.4.3 Indicators of Job Satisfaction and Inclination to Stay in the Profession: Bulgaria 198 6.4.4 Indicators of Job Satisfaction and Inclination to Stay in the Profession: Latvia ... 203 6.4.5 Indicators of Job Satisfaction and Inclination to Stay in the Profession: Romania .............................................................................................................................. 205 Indicators of Job Satisfaction and
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