Developments in Teacher Induction in Scotland and Implications for the Role of Higher Education

McNally, Jim

doi:10.1080/0260747021000005583

Cited by 25 publications

(13 citation statements)

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“…This result correlates with Howe's (2006) ideas regarding the significance of professional development. The findings are also in keeping with previous studies such as those by Basit and McNamara (2004) and McNally (2002) regarding the significance of networking, and by Hollins et al (2004) concerning participation in interest study groups.…”

Section: Discussionsupporting

confidence: 92%

“…The importance of having a collaborative relationship between the staff members mentioned by McNally (2002) and Williams, Prestage, and BedWard (2001) is relevant to this context.…”

Section: Discussionmentioning

confidence: 97%

“…The experience of one of the subjects proves that successful contacts and interaction with parents can enhance the self-esteem of the beginning teacher, and is also part of ecological-organisational support. Statutory arrangements help newly qualified teachers to survive the first year with less stress and more efficacy (McNally 2002;Williams, Prestage, and Bedward, 2001). In addition to collaboration and collegiality, spontaneous voluntary 148 R. Abu Rass help by other staff members and principals would expose the inductees to continuous support.…”

Section: Contribution Of the Induction Programme: A Brief Reviewmentioning

confidence: 99%

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Supporting newly recruited teachers in a unique area, the Northwest Territories in Canada

Rass

2012

Journal of Education for Teaching

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Formal and mandatory induction programmes have been widely implemented in many countries to support newly qualified teachers as they cope with the stress and professional demands of their first year in the profession of teaching. This article presents the results of a quantitative and qualitative research study which examined the context of a mandatory induction programme of four phases in a unique place, the Northwest Territories in Canada, where new (experienced) and beginning (inexperienced) teachers are recruited to teach in urban towns as well as in local communities. The paper also sheds light on the need to develop cultural competence to help the new teachers to deal successfully with the pupils and empower them in promoting multiculturalism.

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Section: Discussionsupporting

confidence: 92%

“…The importance of having a collaborative relationship between the staff members mentioned by McNally (2002) and Williams, Prestage, and BedWard (2001) is relevant to this context.…”

Section: Discussionmentioning

confidence: 97%

Section: Contribution Of the Induction Programme: A Brief Reviewmentioning

confidence: 99%

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Supporting newly recruited teachers in a unique area, the Northwest Territories in Canada

Rass

2012

Journal of Education for Teaching

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“…There does appear to be the potential for support that is better tuned to the students' needs at any given stage of development. This is a support that could come in the form of natural mentoring (McNally, 1994) from those around the student, an absence of support recently identified by Eraut (2004), and as part of a broader base of support through better understanding by colleagues of early teacher development during the later induction period (McNally, 2002). Burn et al (2000) also argue that school-based colleagues who provide feedback to student teachers need to appreciate the complex understandings that they may develop.…”

Section: Other Teachersmentioning

confidence: 97%

‘They think that swearing is okay’: first lessons in behaviour management

McNally

I’Anson

Whewell

et al. 2005

Journal of Education for Teaching

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Despite a considerable body of literature devoted to the 'behaviour management' of pupils, there is little that actually considers the experience of beginning teachers in learning to cope with that behaviour. Here we consider the experience of student teachers and illustrate their attempts to form deeper understanding, connections between theory and practice and the contribution made by other teachers. It is argued that students at this first stage of classroom teaching experiences are, despite the inevitable anxieties in their new encounters, starting to make deeper sense of them than can be provided by tips on discipline. There is a need for caution against over-emphasis of behaviour management as misleading, premature categorisation that could inhibit new teachers' capacity to build the relationships with pupils on which good teaching depends.

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“…Many writers emphasise the necessity of support for schools and the professional development of mentors (Townsend, 1994;Atkinson, 1994;Verloop, 1994;Bullough, 1997). In Scotland, the General Teaching Council for Scotland encourages cooperation between schools and teacher training institutions with regard to the induction of new teachers into the profession (McNally, 2000;Brisard, 2002).…”

Section: Cooperation Between Training Institutions and Schoolsmentioning

confidence: 99%

From student to teacher: reducing practice shock and early dropout in the teaching profession

Stokking¹,

Leenders²,

Jong³

et al. 2003

European Journal of Teacher Education

171

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Developments in Teacher Induction in Scotland and Implications for the Role of Higher Education

Cited by 25 publications

References 0 publications

Supporting newly recruited teachers in a unique area, the Northwest Territories in Canada

Supporting newly recruited teachers in a unique area, the Northwest Territories in Canada

‘They think that swearing is okay’: first lessons in behaviour management

From student to teacher: reducing practice shock and early dropout in the teaching profession

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