The Management of the Induction of Newly Qualified Teachers in Primary Schools

Abstract

This study is based on two years of empirical work with new teachers employed in the primary schools of five local education authorities (LEAs) in England. Interviews with all those with a stake in the management of probation and induction of newly qualified teachers in primary schools were analysed in terms of patterns and dilemmas to create a proposal for effective induction support and probation management. The article examines the role of LEAs and schools in structured induction. Case studies of pairs of inductees in the same schools are examined for reasons for their relative levels of success. The conclusion points to the linked importance of appropriate placement, affective human relationships and the new teachers' attitudes in achieving success in the induction year-and finds that the headteacher is the most significant figure in the web of relationships.This report on a research project into the management of induction of newly qualified teachers (NQTs) in primary schools (schools catering for children from 5-11 years of age) in England carried out from 1987 to 1992 (Turner, 1992) is intended to examine some important issues in the early professional development of teachers. The empirical work covered two years of interviews in 12 schools in five local education authorities (LEAs) in the south-east of England. There were 22 NQTs involved, 10 in the first year and 12 in the second year. Connections are made with issues in recent partnership approaches to teacher training (school-based teacher training operated by schools and universities in partnership, with payment being made by the university for the school's contribution), teacher appraisal and professional development. Some of the findings and recommendations may be helpful to teacher mentors and school managers responsible for professional development.

Qualified to Become Good Teachers: a case study of ten newly qualified teachers during their year of induction

“…It is therefore surprising to find that the current induction framework and the accompanying guidelines do not contain any reference to the pastoral dimension. Studies conducted by Turner (1994) and Tauer (1998) confirmed that where pastoral support was strong, newly qualified teachers flourished in terms of professional and personal growth. Where it was lacking, confidence and performance were affected.…”

“…As is evident from the literature, a great number of research studies have been conducted on the subject of induction, based on an immense diversity of settings (Olson & Osborne, 1991;Kyriacou, 1993;Waterhouse, 1993;Calvert & Henderson, 1994;Turner, 1994;Bolam et al, 1995;Gibson, 1995;Menter, 1995;Leahey, 1997;Blake & Hanley, 1998;Bleach, 1998Bleach, , 1999Capel, 1998;Brading, 1999;Barrington, 2000;Tickle, 1994Tickle, , 2000. Within each setting, the various aspects of induction were examined in relation to the professional and personal development of newly qualified teachers.…”

Supporting the Supporters of Novice Teachers: An Analysis of Mentors' Needs from Twelve European Countries Presented from an English Perspective

“…Within such a traditional conceptualisation of professionalism novice teachers run the risk of being denied the entitlement to continued support and guidance, least of all pastoral. And yet, Turner (1994) and Tauer (1998) consider this dimension as essential in a mentor development programme. Their study provides evidence in support of the claim that where pastoral support was strong, newly qualified teachers flourished in terms of professional and personal growth.…”

“…It must incorporate the humanistic, person-centred aspects of mentoring (Turner, 1994;Tauer, 1998;Jones, 2000;Tickle, 2000), within which learning is embedded within social activity via a collaborative, multi-support system (Fabian & Simpson, 2002), and transcend the boundaries of the conventional, dyadic mentoring relationship. Furthermore, it must comprise a community of 'critical friends' representing a diverse range of professional experience and expertise at various levels of seniority and include multi-cultural perspectives of professional learning.…”

The development of mentoring schemes for probationer and student teachers in Taiwan and England

“…In common with other research findings from England, general support and encouragement are emphasised by the first-year teachers rather than mentors' professional skills -such as acquaintance with the school curriculum and educational theories or their ability in dealing with administrative workwhich are regarded as relatively less important (Boydell & Bines, 1994). Thus, forming a good relationship with probationers personally and professionally is an essential task for mentors (Wubbles et al, 1987;Turner, 1994). Such emphases resonate also with Yang et al's (1991) findings in Taiwan.…”