On Being Bottom of the Pecking Order: Beginner Teachers' Perceptions and Experiences of Support

Autor/in	Hobson, Andrew J.
Titel	On Being Bottom of the Pecking Order: Beginner Teachers' Perceptions and Experiences of Support
Quelle	In: Teacher Development, 13 (2009) 4, S.299-320 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Foreign Countries; Beginning Teachers; Teacher Attitudes; Beginning Teacher Induction; Teacher Education; Faculty Development; Surveys; Interviews; Student Teacher Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik
Abstract	This article presents findings from a large-scale, longitudinal study of teachers' experiences of initial teacher preparation and early professional development in England. Data were generated via annual surveys, in-depth interviews and email communications. The study established that beginner teachers' perceptions of the support they received were a major factor shaping their experiences of becoming and being a teacher. This article examines the importance of support to beginner teachers, what they understand by support, their perceptions of their support needs, and apparent successes and failings in the support provided to beginning teachers. The findings are situated in the broader literature on beginner teacher support and a number of implications for policy and practice are discussed. (Contains 19 notes and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10