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Improving the learning of newly qualified teachers in the induction year
Author(s) -
Haggarty Linda,
Postlethwaite Keith,
Diment Kim,
Ellins Jean
Publication year - 2011
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/01411926.2010.508513
Subject(s) - context (archaeology) , teacher induction , professional development , faculty development , pedagogy , mathematics education , cognitively guided instruction , psychology , critical thinking , sociology , paleontology , biology
Newly qualified teachers of mathematics and science are a precious resource and it important that they are provided with appropriate support and challenge during their first year in post. This study examines the developing thinking and practice of a group of such teachers in England and the influence of their mentors within the workplace context of the school. We argue that thinking and practice is restricted by the concern to ‘fit in’, by the belief that behaviour management should be addressed before teaching can be developed and by a lack of attention to the development of pedagogical thinking. We conclude that there is a need to change the beliefs and practices of induction mentors and develop their skills in discussing pedagogical ideas. This is most likely to be achieved within a school‐wide culture of continuing professional learning.