Career changers and fast‐track induction: teacher perspectives on their early professional development

Abstract

In this article, the early professional development of mature, early career teachers who entered the profession via an employment‐based route to teaching in England is presented and explored from the teachers' own perspectives. From a larger sample in a longitudinal study, the development of four career changers is traced in detail, using a model of professional learning which highlights teaching and professional skills. There is some evidence that those who undertake the programme experience a smoother induction into teaching than those from more traditional routes, although the internship year itself is challenging and demands a high level of commitment and resilience on the part of the pre‐service teachers. Contextual factors, such as school support and learning from experienced teachers, are vital in enabling early professional development and the absence of these can hinder learning and self‐confidence. Findings are analysed with reference to the model, as well as research on teachers' development, within a socio‐cultural learning framework. The study makes a valuable contribution to knowledge about the professional development of mature entrants to teaching.

Keywords:

• teachers' professional development
• Graduate Teacher Programme
• mature career changers
• socio‐cultural learning
• work‐based learning

Acknowledgements

Thanks to all the teachers who took part in this research and to Sally Dudley and Kerry Jordan‐Daus for commenting on earlier drafts of this paper.

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