New teachers’ individual learning dispositions

a Scottish case study

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

This research is concerned with the professional learning and
development of new teachers in the Scottish Teacher Induction
Scheme, in particular, informal and formal learning, the workplace
learning environment and the personal and professional
characteristics of the induction year teacher. Building on the
work of Unwin and Fuller and Hodkinson and Hodkinson on
expansive and restrictive learning environments for teachers,
this study considers learning at both the social and individual
level, while providing a deeper understanding of the related
concept of individual learning disposition. A sequential mixed
methods approach was adopted, using online questionnaires
and semi-structured interviews, to collect new teachers’ perceptions
of their learning experiences.
The research suggests that a policy-driven formal programme
of induction for new teachers should be augmented
with experience of an expansive learning environment with
supportive colleagues. The authors suggest that, rather than
fitting the new teacher into existing arrangements, schools
must recognize the new teachers’ individual learning dispositions,
namely their learning biography and attitude towards,
and engagement with, learning opportunities. By demonstrating
flexibility schools can tailor induction year experiences,
thus enabling rich and complementary professional learning to
take place within a supportive workplace community.
Original languageEnglish
Pages (from-to)183-199
Number of pages17
JournalInternational Journal of Training and Development
Volume16
Issue number3
Early online date22 Aug 2012
DOIs
Publication statusPublished - Sep 2012

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disposition
teacher
learning
induction
learning environment
Individual learning
Disposition
experience
workplace
interview
Induction
school
community

Cite this

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abstract = "This research is concerned with the professional learning and development of new teachers in the Scottish Teacher Induction Scheme, in particular, informal and formal learning, the workplace learning environment and the personal and professional characteristics of the induction year teacher. Building on the work of Unwin and Fuller and Hodkinson and Hodkinson on expansive and restrictive learning environments for teachers, this study considers learning at both the social and individual level, while providing a deeper understanding of the related concept of individual learning disposition. A sequential mixed methods approach was adopted, using online questionnaires and semi-structured interviews, to collect new teachers’ perceptions of their learning experiences. The research suggests that a policy-driven formal programme of induction for new teachers should be augmented with experience of an expansive learning environment with supportive colleagues. The authors suggest that, rather than fitting the new teacher into existing arrangements, schools must recognize the new teachers’ individual learning dispositions, namely their learning biography and attitude towards, and engagement with, learning opportunities. By demonstrating flexibility schools can tailor induction year experiences, thus enabling rich and complementary professional learning to take place within a supportive workplace community.",
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