Some Effects of Statutory Induction on the Professional Development of Newly Qualified Teachers: A Comparative Study of Pre- and Post-Induction Experiences

Autor/inn/en	Smethem, Lindsey; Adey, Ken
Titel	Some Effects of Statutory Induction on the Professional Development of Newly Qualified Teachers: A Comparative Study of Pre- and Post-Induction Experiences
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 31 (2005) 3, S.187-200 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
Schlagwörter	Foreign Countries; Comparative Analysis; Professional Autonomy; Logical Thinking; Collegiality; Teacher Persistence; Professional Education; Beginning Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Berufsfreiheit; Kollegialität; Berufsausbildung; Junior teacher; Junglehrer
Abstract	This article compares the experiences of small groups of newly qualified teachers before and after the introduction of statutory induction in England in 1999. It examines how far some of the beneficial outcomes of a structured induction programme advocated by Glickman and Bay (1990) have been evidenced by the experiences of the post-induction NQTs, compared with their pre-induction counterparts. It is argued that there is evidence that structured induction has resulted in increased reflection; improved collegiality, openness and communication; greater teacher autonomy, selfgrowth and personal efficacy; but that a climate of "accountability" and "raising standards" has served to add to the workload of NQTs and thus increase, not lessen, anxiety and burnout. It contends that if teacher retention rates are to be improved, there is a need to develop individualised induction support, rooted in professional education, rather than training. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10