The Introduction And Implementation Of A National Teacher Induction Scheme: The Scottish Experience

Author(s):

Rachel Shanks(presenting / submitting)Dean Robson

Conference:

ECER 2014

Network:

10. Teacher Education Research

Format:

Paper

Session Information

10 SES 08 B, Supporting New Teachers: Networking and Induction

Paper Session

Time:

2014-09-04

09:00-10:30

Room:

B223 Sala de Aulas

Chair:

Jean Murray

Contribution

Topic

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.

Research questions

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:
- Structured support?
- Professional learning?
- 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?

Objective

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.

Theoretical framework

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.

Method

A review was carried out of all the research that had been published on the Teacher Induction Scheme in Scotland from its implementation in 2002 up to and including work published in 2014. Searches on Google Scholar and BERI (British Education Research Index) were made with search terms of Scotland and induction or probation or new, beginning or early career teacher and development or learning. This elicited thousands of potential references which were then narrowed down to 124 pieces of literature which were then checked to see if they referred to empirical research carried out on the teacher induction scheme in Scotland. Each paper was read and it was determined whether there was research data reported and whether there were any research findings in relation to the quality of induction experience for new teachers in terms of structured support, continuing professional development, continuity of employment and overall quality. The paper was also examined to see if there were findings relating to what the induction scheme offered in terms of professional and personal growth for the new teachers and whether employment opportunities after induction were reported on. Finally, the researchers considered if there was any other information on induction which was of interest reported in the paper.

Expected Outcomes

Conclusions The Teacher Induction Scheme has provided a system of structured support for new teachers in Scotland. They are each allocated an induction supporter who should regularly meet them and observe them teaching. New teachers have a reduced timetable (80% of a teaching workload) which is meant to provide them with time for professional learning. New teachers are guaranteed a one year contract at one school on completion of their initial teacher education at a Scottish university. The overall quality of their experience is generally high but it is not uniformly so. There can be wide variations in practice between local authorities, between schools and between induction supporters. In terms of professional and personal growth there is not a systematic picture of good practice. The employment opportunities after induction are still a cause of concern for many new teachers. The review of research identified issues around the lack of training for mentors, time off for professional learning and highlighted the differences between the induction scheme and the Flexible Route for registration. The themes identified in the implementation and development of the Scottish Teacher Induction Scheme can inform the support and development of new teachers in countries which have similar schemes and those which do not.

References

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

Author Information

Rachel Shanks (presenting / submitting)

University of Aberdeen

School of Education

Aberdeen

Dean Robson

University of Aberdeen, United Kingdom

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