School strategies for the professional development and support of early career teachers

This paper focuses on school strategies for professional development and support (PDS) in the first three years of teaching, and early career teachers’ responses to those strategies. Survey and case study data from the longitudinal NQTQIS research programme is used to map the changing types of PDS provided to teachers over their first three years of teaching; and to discuss the ways in which school context influences early career teacher learning.