The Early Career Experiences of Newly Qualified Primary Teachers in the UK

This paper presents the findings of a one-year research project, funded by the Economic and Social Research Council (ESRC), on the preparedness of newly qualified primary teachers in the UK (Griffiths & Jacklin 2002). Using questionnaires and follow up interviews, new teachers from three local education authorities (LEAs) in the south of England were asked about their initial teacher training and preparation for teaching, and about their experiences in their first year of teaching. New teachers felt very well prepared to teach literacy and numeracy, but less well prepared in teaching arts and humanities subjects, and in professional issues such as special educational needs. Key factors in the first year were school leadership, organisational culture and support from colleagues. A model of early professional development is proposed from the findings.