HOBSON, Andrew (2009). On being bottom of the pecking order: beginner teachers’ perceptions and experiences of support. Teacher Development, 13 (4), 299-320.
Full text not available from this repository.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: | 18 Mar 2021 23:30 |
URI: | https://shura.shu.ac.uk/id/eprint/6093 |
Actions (login required)
View Item |
Downloads
Downloads per month over past year