The importance of collegiality and reciprocal learning in the professional development of beginning teachers

Abstract

Word count 5, 619This paper discusses factors which enhance induction experiences for beginning teachers. It reports the findings from case studies which explore the impact of new entrants to the teaching profession in Scotland. The data suggest that the most supportive induction processes mix both formal and informal elements, but that the informal elements such as collegiality, good communication and a welcoming workplace environment should not be underestimated. The study also highlights the potential benefits of a more collegiate environment for teachers across the career phases.Experienced teachers and new entrants had a range of experience to offer each other, thus creating more cohesive professional working which was supportive of early career teachers while encouraging reflection on practice among the more experienced professionals.

Emerging Critical Literacy in Teachers as Novice Researchers

“…Helping me to make sense of this relationship in which the role of knowledgeable expert shifted back and forth amongst us, was the work of Patrick, Elliot, Hulme and McPhee (2010) and their study into new teachers being inducted into the profession of teaching. Commenting upon the learning that occurred among new and experienced teachers, they found' (Patrick et al, 2010, 287) Particularly significant within this explanation is Patrick et al's emphasis upon the mutual sharing of knowledge between new and experienced teachers.…”

The learning needs of beginning teachers in the United Arab Emirates

“…Current research on how to retain and help new teachers includes much on the topic of induction and mentoring (Carver and Feiman-Nemser 2009;Patrick et al 2010;Schwille 2008). There are no mentoring programmes for novice teachers in UAE government schools, but the idea of initiating mentoring programmes in the country is currently being considered by policymakers and interested researchers.…”

Informal learning of primary school teachers: Considering the role of teaching experience and school culture

“…Prior research on informal learning made it clear that many elements play a role in the uptake of learning activities (e.g., Flores, 2004;Patrick, Elliot, Hulme, & McPhee, 2010). Not only personal factors, such as initiative and commitment to professional development, determine whether teachers will undertake learning activities (Lohman, 2006).…”