10 SES 08 B, Supporting New Teachers: Networking and Induction
This study entailed a review of all the empirical research published on the Teacher Induction Scheme and the Flexible Route to full registration in Scotland from its introduction in 2002 to 2014. The new induction scheme replaced probation arrangements which had come to be regarded as not fit for purpose. The Teacher Induction Scheme promised new teachers in Scotland structured support, continuing professional development and continuity of employment. For schools and pupils the scheme was designed to produce improved new teachers and retain these teachers in the education system.
The overriding aim of this research was to determine whether the Teacher Induction Scheme had achieved the aims set out for new teachers, schools and pupils. The study had a number of specific research questions.
Does the induction experience for new teachers in Scotland provide:
Continuity of employment?
An overall quality experience?
What does the scheme offer in terms of professional and personal growth?
What employment opportunities are there after induction?
Across the world, national governments are under pressure to improve educational outcomes for school students. It has been argued that school improvement can be achieved by raising the quality of teachers, for example through higher qualifications to commence initial teacher education, improved initial teacher education, an enhanced programme of induction and increased professional learning and development opportunities.
The objective of the research was to identify opportunities and challenges in the implementation of a national induction scheme. Identifying opportunities and challenges of such a scheme can inform policy and practice and add to debate around teacher induction across Europe. This research sought to explore whether a national programme introduced to improve the induction of new teachers was able to achieve its stated objectives and, if not, what obstacles and barriers hindered this.
This research study aims to identify themes from the Scottish Teacher Induction Scheme to inform discussion around the support and development of new teachers in other countries. The researchers recognise that each national context is different but it is possible to explore common issues and challenges which may be addressed in similar and different ways in various countries.
This research draws on socio-cultural theories that view learning and development as taking place in cultural contexts so that learners are regarded as members of communities as well as individuals. Knowing is seen as a social as well as an individual activity. Research on induction year teachers is considered in terms of the new teacher as an individual but also as a member of a community of practice. The new teachers’ professional learning is considered in the wider learning environment of their stage or department and their school rather than solely on an individual basis.
CHRISTIE, F., DRAPER, J., & O'BRIEN, J. (2003). A study of the induction scheme for beginning secondary teachers in Scotland. Edinburgh: Centre for Educational Leadership, Moray House School of Education. DONALDSON, G. (2010). Teaching Scotland’s Future. Report of a review of teacher education in Scotland. Edinburgh: Scottish Government. http://www.scotland.gov.uk/Resource/Doc/337626/0110852.pdf DRAPER, J., CHRISTIE, F. and O'BRIEN, J. (2007) Meeting the standard? The new teacher education induction scheme in Scotland in Townsend, T. and Bates, R. (Eds.) Handbook of Teacher Education, Globalization, Standards and Professionalism in Times of Change. Dordrecht: Springer. FENWICK, A. and WEIR, D. (2010) The impact of disrupted and disjointed early professional development on beginning teachers, Teacher development, Vol.14 (4) pp.501-517. DOI: 10.1080/13664530.2010.533491 FORRESTER V. and DRAPER, J. (2009) The Induction of Beginning Teachers in Scotland and Hong Kong: getting it right? Research in Comparative and International Education Vol. 4 (1) pp.74-86 http://dx.doi.org/10.2304/rcie.2009.4.1.74 GENERAL TEACHING COUNCIL FOR SCOTLAND (2012) The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland. Edinburgh: GTC Scotland. LAVE, J. AND WENGER, E. (1991) Situated Learning. Legitimate Peripheral Participation. Cambridge: Cambridge University Press. MARTIN, M., and RIPPON, J. (2005). Everything is fine: The experience of teacher induction. Journal of in-Service Education, 31(3), 527-544. DOI:10.1080/13674580500200292 MATHESON I., McARA, M. and HAMILTON, T. (2011) Teacher Induction in Scotland: Once Little Short of Scandalous, Now World Class, in Cohan, A. and Honigsfeld, A. (eds.) Breaking the Mold.of Preservice and Inservice Teacher Education. Plymouth: Rowman and Littlefield Publications. McNALLY, J. and BLAKE, A. (2010) Improving Learning in a Professional Context: A Research Perspective on the New Teacher in School. Abingdon: Routledge. O'BRIEN, J. (2009). Teacher induction: Does Scotland's approach stand comparison? Research in Comparative and International Education, Vol. 4 (1), 42-52. http://dx.doi.org/10.2304/rcie.2009.4.1.42 RIPPON, J.H. and MARTIN, M., 2006. What Makes a Good Induction Supporter? Teaching & Teacher Education, 22(1), pp. 84-99. http://dx.doi.org/10.1016/j.tate.2005.07.004 SHANKS, R. and ROBSON, D. (2012) Apprenticeship of new teachers during their induction year, Higher Education, Skills and Work-based Learning, Vol. 2 (3) pp.256 – 270. DOI: 10.1108/20423891211271782 SHANKS, R., ROBSON, D. and GRAY, D. (2012) New teachers' individual learning dispositions: a Scottish case study, International Journal of Training and Development. Vol.16, (3), pp. 183–199. DOI: 10.1111/j.1468-2419.2012.00403.x
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