Context and Learning Factors in the Development of Teacher Identity: A Case Study of Newly Qualified Teachers during Their Induction Year

Autor/in	Findlay, Kate
Titel	Context and Learning Factors in the Development of Teacher Identity: A Case Study of Newly Qualified Teachers during Their Induction Year
Quelle	In: Journal of In-service Education, 32 (2006) 4, S.511-532 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-4587
Schlagwörter	Beliefs; Teacher Attitudes; Beginning Teacher Induction; Beginning Teachers; Professional Development; Case Studies; Self Concept; Program Effectiveness; Educational Environment; Educational Policy; Inservice Teacher Education; Teaching Experience; Foreign Countries; Single Sex Schools; Females; Secondary School Teachers; Secondary Schools; United Kingdom + Suchen Sie Ihr Suchwort? Belief; Glaube; Lehrerverhalten; Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Selbstkonzept; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Lehrerfortbildung; Ausland; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Weibliches Geschlecht; Sekundarschule; Großbritannien
Abstract	This paper reports on a small-scale case study of five newly qualified teachers in one school. The aim of the study was to identify the context and learning factors that enable and constrain the professional growth of new teachers, and to locate the place of formal induction arrangements within the broader experiences of the first year in teaching. The research adopts a narrative-biographical approach, combined with a micro-political perspective, and draws on the findings reported by Michael Eraut concerning the learning and context factors that affect professional growth in other domains. The findings suggest that more attention to these factors could inform the implementation of formal induction procedures and make the process more meaningful for beginning teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10