Career changers and fast-track induction: teacher perspectives on their early professional development

Griffiths, Vivienne (2011) Career changers and fast-track induction: teacher perspectives on their early professional development. Teacher Development, 15 (1). pp. 19-35. ISSN 1366-4530

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Abstract

In this article, the early professional development of mature, early career teachers who entered the profession via an employment-based route to teaching in England is presented and explored from the teachers’ own perspectives. From a larger sample in a longitudinal study, the development of four career changers is traced in detail, using a model of professional learning which highlights teaching and professional skills. There is some evidence that those who undertake the programme experience a smoother induction into teaching than those from more
traditional routes, although the internship year itself is challenging and demands a high level of commitment and resilience on the part of the pre-service teachers.
Contextual factors, such as school support and learning from experienced teachers, are vital in enabling early professional development and the absence of these can
hinder learning and self-confidence. Findings are analysed with reference to the model, as well as research on teachers’ development, within a socio-cultural learning framework. The study makes a valuable contribution to knowledge about the professional development of mature entrants to teaching.

Item Type: Article
Keywords: Teachers’ professional development; Graduate Teacher Programme; mature career changers; socio-cultural learning; work-based learning
Schools and Departments: School of Education and Social Work > Education
Subjects: L Education
Depositing User: Vivienne Griffiths
Date Deposited: 27 Jun 2012 09:38
Last Modified: 27 Jun 2012 09:38
URI: http://sro.sussex.ac.uk/id/eprint/39696
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