An exploration of changes in thinking in the transition from student teacher to newly qualified teacher

Research Papers in Education

Volumn 27, Issue 2, 2012, Pages 241-262

  Haggarty, Linda ^a   Postlethwaite, Keith ^b  

^a OPEN UNIVERSITY   (United Kingdom)

^b UNIVERSITY OF EXETER   (United Kingdom)

Author keywords

newly qualified teachers; teacher induction

Indexed keywords

EID: 84859184466     PISSN: 02671522     EISSN: 14701146     Source Type: Journal    
DOI: 10.1080/02671520903281609     Document Type: Article

References (42)

1. Achinstein, B. and Barrett, A. 2004. (Re)framing classroom contexts: How new teachers and mentors view diverse learners and challenges of practice. Teachers College Record, 106(4): 716-46.
2. BERA. 2004. Revised ethical guidelines for educational research, Southwell: BERA.
3. Billett, S. 2001. Learning through work: Workplace affordances and individual engagement. Journal of Workplace Learning, 13(5): 209-14.
4. Billett, S. 2004. "Learning through work. Workplace participatory practices". In Workplace learning in context, Edited by: Rainbird, H., Fuller, A. and Munro, A. 109-25. London: Routledge.
5. Borko, H. and Putnam, R. 1996. "Learning to teach". In Handbook of educational psychology, Edited by: Berliner, D. and Calfee, R. 709-25. New York: Macmillan.
6. Brock, B.L. and Grady, M.L. 1997. From first-year to first-rate principles guiding beginning teachers, California: Corwen Press.
7. Butcher, H.J. 1965. The attitudes of student teachers to education: A comparison with the attitudes of experienced teachers and a study of changes during the training course. British Journal of Social and Clinical Psychology, 4: 17-24.
8. Cooper, M. and Stewart, J. 2009. Learning together, shaping tomorrow: New teachers try new ways. Research in Comparative and International Education, 4(1): 111-23.
9. Daniels, H., Leadbetter, J., Warmington, P., Edwards, A., Martin, D., Popova, A., Apostolov, A., Middleton, D. and Brown, S. 2007. Learning in and for multi-agency working. Oxford Review of Education, 33(4): 521-38.
10. DCSF. 2007. The children's plan building brighter futures, London: HMSO.
11. DCSF. 2008. Being the best for our children: Releasing talent for teaching and learning, London: HMSO.
12. DCSF. n.d. "Science, technology, engineering and mathematics programme". http://www.dcsf.gov.uk/stem(accessed October 2008)
13. DfEE. 2001. Key stage 3 national strategy framework for teaching mathematics: Year 7, 8 and 9, London: DfEE.
14. DfES. 2006. The science, technology, engineering and mathematics (STEM) programme report, London: DfES.
15. Engeström, Y., Engeström, R. and Kärkkäinen, M. 1995. Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities. Learning and Instruction, 5(3): 319-36.
16. Engeström, Y., Miettinen, R. and Punamäki, R. 1999. Perspectives on activity theory, Cambridge: Cambridge University Press.
17. Eraut, M. 2004. "Transfer of knowledge between education and workplace settings". In Workplace learning in context, Edited by: Rainbird, H., Fuller, A. and Munro, A. 201-21. London: Routledge.
18. Feiman-Nemser, S. 2001. Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52(1): 17-30.
19. Fuller, A. and Unwin, L. 2004. "Expansive learning environments: Integrating organizational and personal development". In Workplace learning in context, Edited by: Rainbird, H., Fuller, A. and Munro, A. 126-44. London: Routledge.
20. Furlong, J., Barton, L., Miles, S., Whiting, C. and Whitty, G. 2000. Teacher education in transition re-forming professionalism?, Buckingham: Open University Press.
21. Furlong, J. and Maynard, T. 1995. Mentoring student teachers, London: Routledge.
22. Harrison, J.K. 2001. The induction of newly qualified teachers. Journal of Education for Teaching, 27(3): 277-9.
23. Hobson, A.J., Malderez, L., Tracey, L., Homer, M., Mitchell, N.Biddulph, M. 2007. Newly qualified teachers' experiences of their first year of teaching: Findings from Phase III of the becoming teacher project, Nottingham: University of Nottingham.
24. Hodkinson, H. and Hodkinson, P. 2005. Improving schoolteachers' workplace learning. Research Papers in Education, 20(2): 109-31.
25. Koetsier, C. and Wubbels, J.T. 1995. Bridging the gap between initial teacher training and teacher induction. Journal of Education for Teaching, 21(3): 333-45.
26. Little, J.W. 1990. "The mentor phenomenon and the social organisation of teaching". In Review of research in education, Edited by: Cazden, C.B. Vol. 16, 297-350. Washington DC: AERA.
27. McIntyre, D. and Hagger, H., eds. 1996. Mentors in schools, London: David Fulton.
28. McIntyre, D., Hagger, H. and Wilkin, M., eds. 1994. Mentoring: Perspectives on school-based teacher education, London: Kogan Page.
29. McNally, J., Cope, P., Inglis, W. and Stronach, I. 1994. Current realities in the student teaching experience: A preliminary enquiry. Teaching and Teacher Education, 10(2): 219-30.
30. Ofsted. 2003. Teachers' early professional development Report for E-publication: HMI 1394
31. Postlethwaite, K. and Haggarty, L. Exploring the thinking and learning of mathematics and science student teachers at the end of their training. Paper presented at the annual BERA conference. September4-6, Edinburgh, Scotland.
32. Schön, D. 1983. The reflective practitioner: How professionals think in action, New York: Basic Books.
33. Sfard, A. and Prusak, A. 2005. Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4): 14-22.
34. Stenhouse, L. 1978. "Applying research to education". http://www.research.edu.uea.ac.uk/files/Stenhouse-1978-Applying%20Research%20to%20education.pdf(accessed September 2009)
35. Stephenson, J. and Bartlett, S. 2009. Mentoring and teacher induction. Research in Comparative and International Education, 4(1): 1-3.
36. TDA. 2007. Supporting the induction process TDA guidance for newly qualified teacher, London: TDA.
37. TDA. n.d.-a. "How will the masters in teaching and learning work?". http://www.tda.gov.uk/teachers/mtl/how_will_mtl_work.aspx(accessed September 2009)
38. TDA. n.d.-b. "Induction". http://www.tda.gov.uk/teachers/induction.aspx(accessed October 2008)
39. Tickle, L. 2000. Teacher induction: The way ahead, Buckingham: Open University Press.
40. Totterdell, M., Woodroffe, L., Bubb, S., Daly, C., Smart, T. and Arrowsmith, J. 2005. "What are the effects of the roles of mentors or inductors using induction programmes for newly qualified teachers (NQTs) on their professional practice, with special reference to teacher performance, professional learning and retention rates?". In Research evidence in e library, London: EPPI-Centre, Social Science Research Unit, Institute of Education, London.
41. Totterdell, M., Woodroffe, L., Bubb, S. and Hanrahan, K. 2004. "The impact of NQT induction programmes on the enhancement of teacher expertise, professional development, job satisfaction or retention rates: A systematic review of research on induction". In Research evidence in education library, London: Institute of Education. Report for EPPI-Centre, Social Science Research Unit
42. Veenman, S. 1984. Perceived problems of beginning teachers. Review of Educational Research, 54(2): 143-78.