Improving the learning of newly qualified teachers in the induction year

Abstract

Newly qualified teachers of mathematics and science are a precious resource and it important that they are provided with appropriate support and challenge during their first year in post. This study examines the developing thinking and practice of a group of such teachers in England and the influence of their mentors within the workplace context of the school. We argue that thinking and practice is restricted by the concern to ‘fit in’, by the belief that behaviour management should be addressed before teaching can be developed and by a lack of attention to the development of pedagogical thinking. We conclude that there is a need to change the beliefs and practices of induction mentors and develop their skills in discussing pedagogical ideas. This is most likely to be achieved within a school‐wide culture of continuing professional learning.

Acknowledgements

The authors are grateful to the Leverhulme Trust for their financial support of this research (Grant number: F/00 144/AX).

Notes

1. Similar schemes, under different regulations, apply in other parts of the UK.

2. The terms ‘induction tutor’ and ‘mentor’ are sometimes used interchangeably with ‘induction tutor’ being a common term in English policy documents and ‘mentor’ being a common term in the international literature (e.g. EURYDICE, 2009). Parkinson and Pritchard (2005) suggest that NQTs should have support from two experienced teachers: an induction tutor who has limited day to day engagement with the NQT but oversees their induction and completes the associated assessment and a subject mentor who provides day‐to‐day support. We have used this distinction where relevant in this paper, though our NQTs often used the term ‘mentor’ to refer to both roles.

3. These organisations are known as Designated Recommending Bodies.