|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||The First Three Years: Experiences of Early Career Teachers|
|Keywords:||early professional learning|
early career teachers
|Citation:||Fenwick A (2011) The First Three Years: Experiences of Early Career Teachers, Teachers and Teaching: Theory and Practice, 17 (3), pp. 325-343.|
|Abstract:||This study considers two discourses of current relevance to national and international educators - early professional learning (EPL) and curriculum change. Induction arrangements for early career teachers (ECTs), EPL and informal learning have received considerable attention in the past few years. Changes to induction inevitably have knock‐on consequences for EPL and beginning teacher development. The study examines the transition period between induction and post‐induction for ECTs. Curriculum change is a universal theme in education and the responsibility of all teachers. Data are presented regarding ECTs' perceived experiences relating to enabling and constraining EPL influences and curriculum change. Qualitative semi‐structured interview data were collected from 14 early career secondary geography teachers in Scotland as they reflected on their first three years of teaching. Their collective accounts provide a window into their first three years of teaching. Findings suggest that the professional relationships forged within schools, especially at departmental level, and during continuing professional development are major factors in enabling or constraining ECTs' EPL and in shaping their attitudes and engagement with curricular change. Suggestions for policy are discussed and recommendations for future research suggested.|
|Rights:||The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.|
|Teachers and Teaching 2011.pdf||235.04 kB||Adobe PDF||Under Embargo until 31/12/2999 Request a copy|
Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.