Barnard, Jane ORCID: 0000-0003-3658-1452 , Betteney, Mark and Lambirth, Andrew (2022) Beginner teachers and classroom communities: a thematic analysis of UK beginner teachers' experiences in initial teacher education and beyond. Teaching and Teacher Education, 119:103871. ISSN 0742-051X (doi:https://doi.org/10.1016/j.tate.2022.103871)

Preview

PDF (AAM) 42009_BARNARD_ Beginner_teachers_and_classroom_communities_a_thematic_analysis_of_UK_beginner.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (432kB) | Preview

Abstract

This research explores the perspectives of beginner teachers in England, both on their Initial Teacher Education courses and their first year of teaching, to see if and how teacher educators might support them better. We carried out semi-structured interviews with 11 beginner teachers. They highlighted the joy they experienced in their daily work, the overwhelming workload and the significance of self-reliance in the classroom. The findings suggest that the circumstances for fruitful support by colleagues are severely hampered in the first year of teaching, where teachers' learning is largely driven by their classroom communities.

Item Type:	Article
Uncontrolled Keywords:	teacher education; beginner teachers; early career teachers; situated learning; communities of practice
Subjects:	L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Professional Workforce Development Faculty of Education, Health & Human Sciences > School of Education (EDU)
Last Modified:	12 Sep 2024 01:38
URI:	http://gala.gre.ac.uk/id/eprint/42009

Actions (login required)

View Item

Downloads