Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/19997
Full metadata record
DC FieldValueLanguage
dc.contributor.authorFenwick, Ashley-
dc.contributor.authorWeir, Douglas-
dc.date.accessioned2018-02-01T11:38:07Z-
dc.date.issued2010-11-
dc.identifier.urihttp://hdl.handle.net/1893/19997-
dc.description.abstractThis 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 experiencesen_UK
dc.language.isoen-
dc.publisherTaylor and Francis-
dc.relationFenwick A & Weir D (2010) The impact of disrupted and disjointed early professional development on beginning teachers, Teacher Development, 14 (4), pp. 501-517.-
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.-
dc.subjectbeginning teachersen_UK
dc.subjectearly professional developmenten_UK
dc.subjectrecruitmenten_UK
dc.subjectretentionen_UK
dc.subjectnational education policiesen_UK
dc.titleThe impact of disrupted and disjointed early professional development on beginning teachersen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe 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.-
dc.identifier.doihttp://dx.doi.org/10.1080/13664530.2010.533491-
dc.citation.jtitleTeacher Development-
dc.citation.issn1366-4530-
dc.citation.volume14-
dc.citation.issue4-
dc.citation.spage501-
dc.citation.epage517-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.author.emailashley.fenwick@stir.ac.uk-
dc.citation.date14/12/2010-
dc.contributor.affiliationInitial Teacher Education-
dc.contributor.affiliationUniversity of Aberdeen-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
dc.identifier.isi000213130500006-
Appears in Collections:Faculty of Social Sciences Journal Articles

Files in This Item:
File Description SizeFormat 
Teacher Development 2010.pdf112.42 kBAdobe PDFUnder Permanent Embargo    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.

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