The impact of disrupted and disjointed early professional development on beginning teachers

Abstract

This longitudinal study is set in the national and international contexts of early professional development, teacher careers, and teacher retention. It provides qualitative insights into key factors shaping beginning teachers’ early professional learning (EPL) journeys and considers the impact of policy initiatives on new teachers in Scotland. Three themes emerged from the data: employment uncertainty, New Teacher Induction Scheme ethos and expectations, and ensuring secure EPL. While employment uncertainty was the most prominent concern for all new teachers, the influence of professional life phases and personal circumstances on employment decisions was evident. A particular recent concern is the lack of continuity of learning and support following an induction scheme which raises expectations in relation to: employment continuity, teacher development, and continuous professional development. Understanding the developmental needs of new teachers making this post‐induction transition has implications for raising teacher quality and better supporting early career experiences.

Keywords:

• beginning teachers
• early professional development
• recruitment
• retention
• national education policies

Notes

1. Early professional learning (EPL) and early professional development (EPD) are terms found in the literature on teacher development which typically refer to years 2–6 of a teacher’s career. While the term EPD is currently used most in the literature, there is no agreed definition of what exactly constitutes EPD, other than that it occurs at the early stages of a teacher’s career. Most of the studies considered in this article use EPD when referring to the two years after the induction year, but this is by no means universally agreed and EPL is still a popular term, particularly when describing the informal aspects of teacher learning.

2. In the devolved system of government which operates in the United Kingdom, responsibility for education policy in Scotland lies with the Scottish Parliament. But since there is no separate parliament for England, education policy in England is the responsibility of the UK Parliament.

3. Letters following new teachers’ comments apply to entry cohorts, i.e. A = 2005–06; B = 2006–07; C = 2007–08.