Benjamin Kutsyuruba , Keith Walker , John Bosica , Rebecca Stroud
{"title":"Starting teaching as a millennial: A generational view on early career teaching in Canada","authors":"Benjamin Kutsyuruba , Keith Walker , John Bosica , Rebecca Stroud","doi":"10.1016/j.tate.2025.104997","DOIUrl":null,"url":null,"abstract":"<div><div>Drawing from an extensive pan-Canadian study that examined the differential impact of induction and mentorship programs on early career teachers’ retention, this article compares perceptions of the early and late millennial and non-millennial participants regarding induction support, mentorship, professional development, thriving, and teacher attrition. The results of our multi-generational comparative research demonstrated differences in distinctive values, group-associated attitudes, and life stage factors between the early, late, and non-millennial groups, albeit they were less prominent than often suggested in the literature on millennials. The article concludes with implications for theory, policy, and practice by considering intergenerational needs and differences in early career teaching.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104997"},"PeriodicalIF":4.0000,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X25000733","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Drawing from an extensive pan-Canadian study that examined the differential impact of induction and mentorship programs on early career teachers’ retention, this article compares perceptions of the early and late millennial and non-millennial participants regarding induction support, mentorship, professional development, thriving, and teacher attrition. The results of our multi-generational comparative research demonstrated differences in distinctive values, group-associated attitudes, and life stage factors between the early, late, and non-millennial groups, albeit they were less prominent than often suggested in the literature on millennials. The article concludes with implications for theory, policy, and practice by considering intergenerational needs and differences in early career teaching.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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