|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||The impact of disrupted and disjointed early professional development on beginning teachers|
early professional development
national education policies
|Citation:||Fenwick A & Weir D (2010) The impact of disrupted and disjointed early professional development on beginning teachers, Teacher Development, 14 (4), pp. 501-517.|
|Abstract:||This longitudinal study is set in the national and international contexts of early professional development, teacher careers, and teacher retention. It provides qualitative insights into key factors shaping beginning teachers' early professional learning (EPL) journeys and considers the impact of policy initiatives on new teachers in Scotland. Three themes emerged from the data: employment uncertainty, New Teacher Induction Scheme ethos and expectations, and ensuring secure EPL. While employment uncertainty was the most prominent concern for all new teachers, the influence of professional life phases and personal circumstances on employment decisions was evident. A particular recent concern is the lack of continuity of learning and support following an induction scheme which raises expectations in relation to: employment continuity, teacher development, and continuous professional development. Understanding the developmental needs of new teachers making this post-induction transition has implications for raising teacher quality and better supporting early career experiences|
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