The newly qualified teacher: a leader and a professional? A Norwegian study
TL;DR: In this article, the focus is on the way newly qualified teachers describe how they function in the school and kindergarten organizations, and the focus shifts from the perspective of the new teachers to that of the organization leaders, who emphasize that professional competence is complex.
Abstract: This article is based on a Norwegian study. The focus is two‐fold, including the views of both new teachers and leaders on the issue of leadership and professionalism. First, the focus is on the way newly qualified teachers describe how they function in the school and kindergarten organizations. The discussion explores how new teachers’ meetings with these organizations influence their daily life as teachers, and thereby their progress toward proficiency. Secondly, the focus shifts from the perspective of the new teachers to that of the organization leaders, who emphasize that professional competence is complex. In their view, it includes important aspects of the teacher’s role such as authority, leadership and how to act as teachers—important elements in the development of professionalism in this field the first years as teachers.
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TL;DR: This paper explored the extent to which early career teachers can take on teacher leadership roles by looking at teachers prepared through the alternative certification programme Teach First (TF), which aims to have its teachers take on leadership roles.
Abstract: The most recent decade has seen a major growth in interest in teacher leadership, but there is limited research on the extent to which early career teachers can take on teacher leadership roles. In this article we explore this question by looking at teachers prepared through the alternative certification programme Teach First (TF), which aims to have its teachers take on leadership roles. We used a mixed methods approach, employing a range of quantitative and qualitative methods including surveys of TF teachers and headteachers, and 16 case studies, which included interview of TF teachers, heads, middle managers and non-TF teachers. We found that the TF teachers were keen and able to exercise leadership. This was most strongly the case for informal leadership roles like leading initiatives in the school. School support was important; senior management needs to be committed to distributed leadership, and practical hands-on support is required at the departmental level. A context that is stable and employs ...
56 citations
Cites background from "The newly qualified teacher: a lead..."
...Colleagues may doubt the extent to which beginning teachers can usefully contribute to leadership, as can school management, who may for example question the extent of professionalism of beginning teachers as well as the extent to which they have the skills and authority to lead (Grimsaeth et al., 2009)....
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...Beginning teachers often lack knowledge of the school system and schools as organizations (Grimsaeth et al., 2009)....
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...…may doubt the extent to which beginning teachers can usefully contribute to leadership, as can school management, who may for example question the extent of professionalism of beginning teachers as well as the extent to which they have the skills and authority to lead (Grimsaeth et al., 2009)....
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TL;DR: In this article, the authors report the findings from case studies that explore the impact of new entrants to the teaching profession in Scotland and highlight the potential benefits of a more collegiate environment for teachers across the career phases.
Abstract: This paper discusses factors that enhance induction experiences for beginning teachers. It reports the findings from case studies that explore the impact of new entrants to the teaching profession in Scotland. The data suggest that the most supportive induction processes mix both formal and informal elements, but that the informal elements such as collegiality, good communication and a welcoming workplace environment should not be underestimated. The study also highlights the potential benefits of a more collegiate environment for teachers across the career phases. Experienced teachers and new entrants had a range of experience to offer each other, thus creating more cohesive professional working which was supportive of early career teachers while encouraging reflection on practice among the more experienced professionals.
51 citations
TL;DR: This paper examined the relationship between teachers' expectations of the first year of teaching and the realities that they encounter, and explored the ways in which two policies in England, school-based initial teacher education partnerships (established since the early 1990s) and formal induction arrangements (re-introduced in 2000) have impacted on beginning teachers' experience of the transition.
Abstract: The need in many countries not merely to recruit but – critically – to retain effective teachers has been a key factor in shaping induction policies. Past reviews of teacher induction have highlighted two important sources of difficulty: novices’ own unrealistic expectations of teaching and of students, and others’ unrealistic expectations of the novices. This article, which examines the relationship between teachers’ expectations of the first year of teaching and the realities that they encounter, explores the ways in which two policies in England – school-based initial teacher education partnerships (established since the early 1990s) and formal induction arrangements (re-introduced in 2000) have impacted on beginning teachers’ experience of the transition. Drawing on data from a three-year longitudinal study it focuses specifically on how the teachers’ reflections on their experience of their first year in teaching are related to the accounts that they give of their learning over the same period.
31 citations
01 Jan 2008
TL;DR: Newly Qualified Teachers in Northern Europe : Comparative Perspectives on Promoting Professional Development as mentioned in this paper, which is a survey of the state-of-the-art in teacher education.
Abstract: Newly Qualified Teachers in Northern Europe : Comparative Perspectives on Promoting Professional Development
29 citations
Cites background from "The newly qualified teacher: a lead..."
...It is also impossible for the initial teacher education to prepare teachers for every challenge they will meet (Grimsæth et al., 2008)....
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...During the first years, the emotions run high, there is an intense process of discovery, and the learning curve is steep (Grimsæth et al., 2008)....
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TL;DR: In this article, the need for professional development support among newly qualified teachers to determine what their professional learning needs are and how these needs differ among teachers from four different countries: Finland, the United Kingdom (England), Portugal and Belgium (Flanders).
Abstract: The first few years in the teaching profession are usually demanding. Although initial teacher education forms an essential foundation for teachers’ work, it cannot fully prepare new teachers for the complexities of working life. This study focuses on investigating the need for professional development support among newly qualified teachers to determine what their professional learning needs are and how these needs differ among teachers from four different countries: Finland, the United Kingdom (England), Portugal and Belgium (Flanders). The research data was collected via a questionnaire from 314 teachers, each with less than five years of teaching experience, and both closed and open-ended questions were included. The quantitative data was analysed using descriptive statistics and factor analysis to identify the latent variables associated with their needs. Answers to the open-ended questions were used to gain deeper insight into the newly qualified teachers’ situation. The results indicate that new teachers need support, especially regarding conflict situations and in differentiating their teaching. In addition, when analysing the profiles of eight support-need latent variables, all of the teachers in the different countries viewed supporting students’ holistic development as the most important area. Although the results of this study cannot be generalised, they provide an important overview of new teachers’ learning needs that should be taken into account when planning and organising support for them.
22 citations
Cites background from "The newly qualified teacher: a lead..."
...Teachers’ professional learning needs at the beginning of their careers The first years of work are often challenging for newly qualified teacher, with much intense discovery, but this can also cause stress as the focus is often on survival (Grimsæth et al., 2008)....
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References
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22,082 citations
01 Apr 1985
TL;DR: In this article, the reflective practitioner how professionals think in action arena, searching the book that you love to read first or find an interesting book that will make you want to read.
Abstract: What do you do to start reading the reflective practitioner how professionals think in action arena ? Searching the book that you love to read first or find an interesting book that will make you want to read? Everybody has difference with their reason of reading a book. Actuary, reading habit must be from earlier. Many people may be love to read, but not a book. It's not fault. Someone will be bored to open the thick book with small words to read. In more, this is the real condition. So do happen probably with this the reflective practitioner how professionals think in action arena .
10,073 citations
"The newly qualified teacher: a lead..." refers background in this paper
...Schøn (1983) maintains that the new teachers’ professional knowledge does not correspond with the characteristics of practical life in the school....
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Book•
01 Jan 1983TL;DR: Features include the selection and sampling of cases, the problems of access, observation and interviewing, recording and filing data, and the process of data analysis.
Abstract: Acknowledgements Preface 1. What is ethnography? 2. Research design: problems, cases, and samples 3. Access 4. Field relations 5. Insider Accounts: listening and asking questions 6. Documents 7. Recording and organizing data 8. The process of Analysis 9. Writing Ethnography 10. Ethics References Index
9,547 citations
"The newly qualified teacher: a lead..." refers background in this paper
...In the interpretation process it is essential to be aware of our preconceptions—and how these influence the analytic process (Hammersly & Atkinson, 1983)....
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TL;DR: In this paper, the crisis of confidence in professional knowledge from technical rationality to reflection-in-action is discussed and its implications for the professions and their place in society are discussed.
Abstract: Contents: Professional Knowledge and Reflection-in-Action: The crisis of confidence in professional knowledge From technical rationality to reflection-in-action. Professional Contexts for Reflection-in-Action: Design as a reflective conversation with the situation Psychotherapy: The patient as a universe of one The structure of reflection-in-action Reflective practice in the science-based professions Town planning: Limits to reflection-in-action The art of managing: Reflection-in-action within an organizational learning system Patterns and limits of reflection-in-action across the professions. Conclusion: Implications for the professions and their place in society.
4,076 citations
"The newly qualified teacher: a lead..." refers background in this paper
...Schon ( 1983 ) maintains that the new teachers’ professional knowledge does not correspond with the characteristics of practical life in the school....
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TL;DR: In this paper, a longitudinal study of teachers' professional identities in the early years of teaching is presented, which reveals how the interplay between contextual, cultural and biographical factors affects their teaching practices.
1,309 citations
"The newly qualified teacher: a lead..." refers background in this paper
...The influence of workplace plays a key role in shaping new teachers’ understanding of teaching and in facilitating their professional development (Flores & Day, 2006)....
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