How will this help me? evaluating an accredited programme to enhance the early professional development of newly qualified teachers

Rhodes, Christopher; Nevill, Alan M.; Allan, Joanna

doi:10.1080/13674580500200282

Cited by 9 publications

(1 citation statement)

References 19 publications

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“…as the factor they considered to be most supportive during their first year (Marable & Raimondi, 2007). In some cases, beginning teachers do not perceive support as being adequate (Jones, 2003) nor do they find adequate help and assistance from their induction tutors or mentors due, amongst other factors, to lack of time (Rhodes, Nevill & Allan, 2005).…”

Section: Induction and The Early Years Of Teaching In The Internation...mentioning

confidence: 99%

Necessary but non-existent: The paradox of teacher induction in Portugal

Flores¹

2021

profesorado

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The induction of beginning teachers has attracted a number of scholars as it is seen as the fundamental link between initial and in-service teacher education. In this paper I examine the Portuguese case as far as teacher induction is concerned, particularly in terms of policy and research. The paper ends with the discussion of key issues that need to be considered in future scenarios in which induction plays a pivotal role in the professional development of teachers. Issues of who, what and for which purposes are explored as well as the role of policy makers, teacher education institutions and schools. Implications for the design of induction programmes are discussed.

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Section: Induction and The Early Years Of Teaching In The Internation...mentioning

confidence: 99%

Necessary but non-existent: The paradox of teacher induction in Portugal

Flores¹

2021

profesorado

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Exploring identities and cultures in inter-professional education and collaborative professional practice

Floyd

Morrison

2013

Studies in Continuing Education

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Although the concept of multi-agency working has been pursued and adopted as the most appropriate way to improve child care provision and health workforces in recent years, both in the UK and more globally, research suggests that participation in such work can be problematic. This article examines current developments in inter-professional education and collaborative professional practice. Drawing on desk research across the fields of Education, Health and Social Care, it applies a critical lens to re-examine inter-professional working using well-established concepts of profession, identity, culture, career, and training/work transitions. The article uses theoretical hooks to look for similarities and differences in the promotion of inter-professionality across the Education, Health and Social Care sectors, alongside those which occur within each. It looks towards a re-invigoration of knowledge creation and application through research. This is viewed as especially urgent in times of fragmentation, transformation, and arguably, disintegration, in the services its professional and academic educators and workers seek to serve.

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Collaborative continuing professional development (CPD) for teachers in Scotland: aspirations, opportunities and barriers

Kennedy

2011

European Journal of Teacher Education

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This paper explores stakeholders' views on the desirability of collaborative continuing professional development (CPD) and examines potential barriers. It draws on two projects which each explore perceptions of CPD for teachers in Scotland. The data include interviews with key informants and with practising teachers as well as survey data from Year 2-6 teachers. Analysis of data reveals an aspirational view of collaborative CPD, yet some of the data also reveal a pragmatic, occupational approach to CPD where the structure of the CPD framework is seen as fixed and not conducive to collaborative endeavour. The data are analysed with reference to the triple lens framework which offers a composite framework for understanding teacher learning. The analysis is considered in relation to both the growing literature on collaborative CPD and the current policy context in Scotland, drawing out key messages of relevance to wider European and international contexts. IntroductionThe notion of collaborative continuing professional development (CPD) is increasing in popularity and recent research suggests that it can be more effective than individual CPD, especially when undertaken over a period of time rather than in a one-off session (Cordingley 2005). However, many countries worldwide, including Scotland, have adopted standards-based CPD frameworks which measure individual competence against set descriptors, but measuring the value of collaborative CPD in an individualised way is a real challenge. Added to this is the likelihood that a lot of the value of collaborative CPD is to be found in the informal element of working with other people; even harder to capture in competence-based descriptions of teaching standards. This paper explores these internationally relevant issues from a Scottish perspective, drawing on two recent research projects: one looking at teachers as learners across the entire career phase, and the other focusing on CPD needs in the second to sixth years of teaching.In analysing the data the paper draws on the 'triple lens framework ' (Fraser et al. 2007) as a means of better understanding the purpose and potential impact of CPD. This model offers a composite framework for thinking about teacher learning, drawing on three different ways of understanding CPD:

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How will this help me? evaluating an accredited programme to enhance the early professional development of newly qualified teachers

Cited by 9 publications

References 19 publications

Necessary but non-existent: The paradox of teacher induction in Portugal

Necessary but non-existent: The paradox of teacher induction in Portugal

Exploring identities and cultures in inter-professional education and collaborative professional practice

Collaborative continuing professional development (CPD) for teachers in Scotland: aspirations, opportunities and barriers

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