Do teachers’ years of experience make a difference in the quality of teaching?

Abstract

Extensive reforms have been made to initial teacher education (ITE) to improve “teacher quality” without any evidence to support the claim that beginning teachers are less competent than experienced teachers. This study adds to the evidence base by investigating associations between teachers’ years of experience and teaching quality. Results show no evidence of lower teaching quality for beginning teachers (0–3 years’ experience), but some evidence of a decline in teaching quality for teachers with 4–5 years experience. Findings suggest that the quality of teaching could be higher overall, and that targeted support and evidence-informed professional learning would benefit all teachers.