Improving the learning of newly qualified teachers in the induction year

Abstract

Background to the study

Preparing Teachers – The Importance of Connecting Contexts in Teacher Education

“…The beginning teachers in this study did not report being engaged by their schools in discussions about their own beliefs about teaching, and their motivations. Indeed, they, like the teachers reported in other studies (Haggarty, Postlethwaite, Diment, & Ellins, 2011;Hagger, Mutton, & Burn, 2011;McIntyre, Hagger, & Wilkin, 1994), appeared to be employed as 'empty' and then filled with generic system requirements upon their induction. Ursula's story gives an insight into the importance of the personal in the education of teachers.…”

Online (web-based) education for mentors of newly qualified teachers

“…In Carver and Feiman-Nemser's study, they found that the focus was on teaching standards and how to support portfolio assessment rather than on the mentoring process itself and reflective conversations, both of which are important aspects for a mentor. In an English study, Haggarty et al (2011) concluded that mentor education tended to focus on organisational procedures rather than the complexities of learning and the actual mentoring process.…”

Learning as identity and practice through involvement in online moderation

“…Research has shown that professional dialogue and professional learning communities can work to support teachers new to the profession to become immersed in the language and pedagogy of teaching (Haggarty et al 2010;Priestley et al 2011) as well as to sustain effective practice (Kirton et al 2007). Furthermore, professional dialogue when conducted with others beyond the local boundaries of the school can work to extend and promulgate practice (Yandell and Turvey 2007).…”

“…Such a context responds on one level to calls for a culture of continuing professional learning (Haggarty et al 2010), as, in a sense, all participants were newcomers in the online moderation. The legitimising role enacted within this online meeting was also apparent in the comments made by the experienced teachers who were now also working in a new assessment practice.…”