This paper presents an analysis of the changes in the support needs expressed by Newly Qualified Teachers (NQTs) in their early years in the profession in separate studies in 2002 and 2010/2011. The study is based in the Republic of Ireland where in 2010 a new model of induction support was offered to all newly qualified teachers at a national level. This followed a Pilot Programme of induction support set up in 2002 and developed on a phased basis over succeeding years. The replication of the initial study with the 2010 cohort affords opportunities to explore the changing needs of beginning teachers over time.

Research Questions, Objectives

The focus of the research is on analysis of the changing needs of NQTs and the need to respond with appropriately targeted supports. Research conducted with cohorts of NQTs in 2002 was replicated with all NQTs registering to the Induction Programme in 2010/2011. This affords the opportunity for comparative analysis and provides insight into issues which may arise for NQTs within the context of economic, social and policy change.

Theoretical  Perspective

The needs of newly qualified teachers are described as diverse and frequently complex. As Britzman (2003: 6) describes there is no single story of learning to teach. It is widely acknowledged however that newly qualified teachers encounter a range of challenges in managing their new roles as classroom teachers, including preparing multiple classes, managing classroom environments and adapting to changing school contexts (Killeavy & Murphy, 2006, Totterdell et al, 2004, Cameron, 2007). Some of the difficulties faced by new teachers relate to being a novice, being ‘new’ and consequent lack of experience of areas such as classroom management and the craft of teaching. Managing inclusive teaching has also been cited as an issue for teachers. Key challenges for beginning teachers include developing an understanding of the practical knowledge of teaching, the contexts and cultures of teaching, and the ability to link these realities with the theory based learning of the pre- service course (Feiman-Nemser & Remillard, 1996). In addition to classroom teaching issues, school factors such as staffing policy, school culture and teaching assignments have a strong bearing on the early experiences of new teachers. School decisions for example the tendency to assign difficult classes to new teachers are viewed as problematic (Britton, Raizen, Paine, Huntley, 2000). These and other challenges facing new teachers are documented in reports that acknowledge the increasing complexity of teaching, with greater demands placed upon teachers in more challenging work environments (Commission of the European Communities, 2007).

Retention in the profession is one of the main goals of induction programmes in countries throughout Europe and internationally. Unlike their peers in other countries, newly qualified teachers in Ireland face additonal difficulties in securing employment. The Organisation for Economic Cooperation and Development’s background report on Ireland details this and reports that newly qualified teachers ‘commonly spend their early years of teaching in a series of temporary positions, in a variety of schools’ (OECD, 2005: 117).

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