The DOI matches its Crossref record.
Safe Passages: Providing Online Support to Beginning Teachers
Abstract
In this article, the authors describe the design, implementation, and outcomes of an online support community for beginning teachers, called the Lighthouse project. The goal was to investigate the use of online collaborative consultation in providing social, emotional, practical, and professional support to beginning teachers. Group members included 12 first-year teachers, 4experienced teachers, and 8 teacher education faculty members. Types of issues discussed and the impact of the support community on beginning teachers were examined using three data sources: messages generated by participants, follow-up phone interviews, and an online survey. Qualitative and quantitative results indicated online discussions provided teachers with the opportunity to clarify their thinking about complex educational issues and make more informed decisions about their professional practice. In addition, the project provided beginning teachers with increased emotional support, decreased feelings of isolation, increased confidence, more enthusiasm for work, increased reflection, ability to adopt a more critical perspective, and improved problem-solving skills.
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“These spaces provided emotional support, helped alleviate feelings of isolation (Baker and Watson 2014;DeWert, Babinski, and Jones 2003) and increased confidence and enthusiasm for work (DeWert, Babinski, and Jones 2003).”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as DeWert, Babinski, and Jones 2003
In the citing paper
“Interactions within online learning communities also provided teachers with a valuable support for peer collaboration, increased reflection and improved ability to adopt a more critical perspective in the context of their everyday practice (DeWert, Babinski, and Jones 2003;Holmes 2013).”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as DeWert, Babinski, and Jones 2003
In the citing paper
“The discussion of participants' experiences of teaching throughout a range of mediums was critical in understanding the challenges and the co-construction of knowledge about the teaching profession (DeWert, Babinski, and Jones 2003;Fletcher and Bullock 2015).”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as DeWert, Babinski, and Jones 2003
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Research works printed but not linked: 25
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Cited by
COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019
Metadata
- Authors
- DeWert, M. H., Babinski, L. M., & Jones, B. D.
- Affiliations
- SAS inSchool
- Bucknell University (US)
- University of South Florida St. Petersburg (US)
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2003-09
- Volume
- 54
- Issue
- 4
- Pages
- 311-320
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W2007128279
- Cited by
- 140
- References
- 0
- Citations by year
- 2026: 2 · 2024: 2 · 2023: 3 · 2022: 5 · 2021: 8 · 2020: 7 · 2019: 7 · 2018: 6 · 2017: 3 · 2016: 4 · 2015: 2 · 2014: 7 · 2013: 11 · 2012: 10
- FWCI
- 27.27
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Teacher Education (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Education › Teacher Education and Assessments
- Keywords
- novice teachers, online support groups, collaborative consultation, teacher professional development, teacher isolation, emotional support, teacher confidence, reflective practice, problem-solving skills, lighthouse projects
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
