The New Educator

Exploring Systems of Support for Preservice and Novice Educators

This special issue seeks to examine the systems of support that foster teacher development, well-being, and effectiveness across the educator pipeline, from preservice preparation through the early years of teaching. Drawing on research related to teacher burnout, contextual challenges, secondary traumatic stress, and professional belonging, the special issue will investigate how varying and innovative support models can address the personal and professional needs of novice educators. Particular attention will be given to the experiences of underrepresented groups, including male teacher candidates and candidates of color, and to strategies that enhance self-efficacy, resilience, and retention in the profession.

The proposed special issue will explore the role of mentoring, coaching, communities of practice, and personalized professional development in promoting sustainable and transformative teaching. By examining peer mentoring, external mentoring relationships, literacy coaching, co-planning, co-teaching, and inquiry-based professional learning, the study will identify key components of effective support structures that help educators develop culturally responsive, anti-bias, and anti-racist pedagogical practices. The project will also investigate how professional learning can be tailored to teachers’ unique contexts, needs, and stages of career development to maximize impact and engagement. The ultimate goal is to produce an issue that presents ways to enhance teacher retention, professional satisfaction, and instructional effectiveness while creating equitable and humanizing learning environments for both educators and students.