Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorFenwick, Ashleyen_UK
dc.description.abstractThis 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.en_UK
dc.publisherTaylor and Francisen_UK
dc.relationFenwick A (2011) The First Three Years: Experiences of Early Career Teachers. Teachers and Teaching: Theory and Practice, 17 (3), pp. 325-343.
dc.rightsThe 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.en_UK
dc.subjectearly professional learningen_UK
dc.subjectearly career teachersen_UK
dc.subjectcurriculum changeen_UK
dc.subjectScottish educationen_UK
dc.titleThe First Three Years: Experiences of Early Career Teachersen_UK
dc.typeJournal Articleen_UK
dc.rights.embargoreason[Teachers and Teaching 2011.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.citation.jtitleTeachers and Teaching: Theory and Practiceen_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.affiliationInitial Teacher Education - LEGACYen_UK
rioxxterms.typeJournal Article/Reviewen_UK
local.rioxx.authorFenwick, Ashley|0000-0003-0415-4886en_UK
local.rioxx.projectInternal Project|University of Stirling|
local.rioxx.filenameTeachers and Teaching 2011.pdfen_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

Files in This Item:
File Description SizeFormat 
Teachers and Teaching 2011.pdfFulltext - Published Version235.04 kBAdobe PDFUnder Embargo until 3000-05-31    Request a copy

This item is protected by original copyright

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.