On being bottom of the pecking order: beginner teachers’ perceptions and experiences of support

HOBSON, Andrew (2009). On being bottom of the pecking order: beginner teachers’ perceptions and experiences of support. Teacher Development, 13 (4), 299-320.

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Official URL: http://dx.doi.org/10.1080/13664530903578256
Link to published version:: https://doi.org/10.1080/13664530903578256
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    Abstract

    This article presents findings from a large‐scale, longitudinal study of teachers’ experiences of initial teacher preparation and early professional development in England. Data were generated via annual surveys, in‐depth interviews and email communications. The study established that beginner teachers’ perceptions of the support they received were a major factor shaping their experiences of becoming and being a teacher. This article examines the importance of support to beginner teachers, what they understand by support, their perceptions of their support needs, and apparent successes and failings in the support provided to beginning teachers. The findings are situated in the broader literature on beginner teacher support and a number of implications for policy and practice are discussed.

    Item Type: Article
    Additional Information: From the special issue: International Perspectives on Models of Teacher Professional Learning
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
    Identification Number: https://doi.org/10.1080/13664530903578256
    Page Range: 299-320
    Depositing User: Lorna Greaves
    Date Deposited: 24 Sep 2012 10:43
    Last Modified: 17 Apr 2015 10:53
    URI: http://shura.shu.ac.uk/id/eprint/6093

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