Career Entry Development Profiles and the statutory induction arrangements in England: a model of effective practice for the professional development of newly qualified teachers?

Hodkinson, Alan

doi:10.1080/13674580600841612

Cited by 7 publications

(4 citation statements)

References 15 publications

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“…The vast majority (95%) of NQTs in our sample received their additional induction non-contact time ( Table 2). This is in line with the figure of 97% reported recently for secondary NQTs in Wales (Parkinson and Pritchard 2005), although this contrasts with 80% in a study of 70 primary NQTs (Hodkinson 2006). There is clear evidence of an improvement since an earlier study by Harrison (2002), in which 34% of the NQT cohort (1999)(2000) did not receive the designated decreased contact time.…”

Section: Findings and Discussionsupporting

confidence: 85%

Induction: the experiences of newly qualified science teachers

Soares

Lock

Foster

2008

Journal of Education for Teaching

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This research focused on the induction year entitlement in England, with particular reference to timetable, formal assessment meetings, lesson observations and provision of an induction tutor and a named external contact. Pooled data from a postal questionnaire, with a 60% response rate (n592), were analysed from three consecutive cohorts of newly qualified science teachers (2003)(2004)(2005)(2006). Focus group interviews and telephone interviews with 20 newly qualified teachers and 20 induction tutors were also used to collect data. The majority of the sample of newly qualified teachers received the main entitlements in their induction year but serious concerns persist for a significant minority. Implications for the induction of all newly qualified teachers, irrespective of their subject area, school and policy-makers, are identified.

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Section: Findings and Discussionsupporting

confidence: 85%

Induction: the experiences of newly qualified science teachers

Soares

Lock

Foster

2008

Journal of Education for Teaching

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“…Induction programmes are highly valued and well received by beginning teachers (Draper, O'Brien, & Christie, ; Hodkinson, ) and have shown to be beneficial for the improvement of beginning teachers’ teaching quality and commitment, and significantly improve teachers’ retention rates and student achievement (e.g., Helms‐Lorenz, van de Grift, & Maulana, ; Hobson, Ashby, Malderez, & Tomlinson, ; Ingersoll & Strong, ; Smith & Ingersoll, ). Further, beginning teachers who receive an induction programme experience fewer stress causes compared to beginning teachers who do not receive an induction programme (Helms‐Lorenz et al ., ).…”

Section: Introductionmentioning

confidence: 99%

The longitudinal effects of induction on beginning teachers’ stress

Harmsen

Helms-Lorenz

Maulana

et al. 2018

Brit J of Edu Psychol

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“…44-45). The tension rests in the fact that principals are simultaneously forced into tow very different roles (Hodkinson, 2006).…”

Section: Discussionmentioning

confidence: 99%

An Analysis of the Implications Between the Theoretical Framework and the Policy Context of Provincial Education Policy in Ontario

Cherubini

2010

JCIE

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Induction is broadly defined in the literature as a formal process of transitioning novice educators into the professional role of teacher. In Ontario, Canada, the establishment of the Education Quality and Accountability Office and large-scale external assessments to measure student learning in grades three, six, and nine has underscored the significance of teacher quality. As a result, the Ontario Ministry of Education has put into policy that all public school boards to deliver the New Teacher Induction Program (NTIP) to new teachers. To a great extent, NTIP includes many of the components discussed in the literature that defines effective practices. Given that NTIP is a relatively new policy in Ontario, it seems timely to make some observations about the profound implications between the theoretical framework and the policy context of this initiative. This paper discusses the fundamental disconnect between two core concepts associated with NTIP policy that relates to the role of the school principal and to the language of Professional Learning Communities. By citing the language of the PLC, and be defining the principal’s role as evaluator, the NTIP policy may in fact be ignoring the research that discusses the conflicts and residual consequences that emerge when professional development initiatives that endorse teacher authority and collaboration clash with hierarchical and bureaucratic realities. The language of NTIP seems to suggest that new teachers have a significant degree of professional autonomy and individual self-determination. It endorses a value-orientation to new teachers’ professional development and growth. Yet, by imposing the evaluative component, the policy may be merely recreating the typical and traditional structure of power relations in the schools and thus taking away from its educative value for the new teacher participants. The evaluation component of NTIP maintains the traditional hierarchy of schools, reaffirms industrial-type connotations of power, control, and status, and ultimately creates a normative assumption of structure that is deemed to be rational.

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Career Entry Development Profiles and the statutory induction arrangements in England: a model of effective practice for the professional development of newly qualified teachers?

Cited by 7 publications

References 15 publications

Induction: the experiences of newly qualified science teachers

Induction: the experiences of newly qualified science teachers

The longitudinal effects of induction on beginning teachers’ stress

An Analysis of the Implications Between the Theoretical Framework and the Policy Context of Provincial Education Policy in Ontario

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