New Teachers’ Experiences Of The Transition Into Teaching

Rachel K Shanks* (Corresponding Author)

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    Abstract

    The transition from initial teacher education into teaching can be difficult. In Scotland a guaranteed induction year for those who meet the Standard for Provisional Registration helps the transfer from student to teacher with the provision of an induction supporter/mentor and a reduced teaching load. However, after the induction year the mentoring and reduction in teaching stops and there is no specific assistance organised for early career teachers at a national or local authority level. This paper reports on the issues that early career teachers face in the transition from induction year teacher to fully registered teacher in Scotland. During a two-year mixed methods study of induction year teachers in Scotland, four participants were interviewed after their first year of teaching which is their first year as a fully registered teacher. In semi-structured interviews the teachers were asked about their professional learning and support needs. The participants highlighted issues related to changing schools, working as a supply teacher, learning from observations, support from colleagues, relationships with pupils and their future career. The research shows how there is an ongoing need for support for early career teachers beyond their induction year.
    Original languageEnglish
    Article numbere211725
    Number of pages14
    JournalEducação em Revista
    Volume37
    DOIs
    Publication statusPublished - 4 Sep 2021

    Keywords

    • early career learning
    • teacher induction
    • teacher professional learning
    • teacher retention
    • supply teaching

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