Abbott, Lesley, Moran, Anne and Clarke, Linda (2009) Northern Ireland Beginning Teachers’ Experiences of Induction: the ‘haves’ and the ‘have nots’. European Journal of Teacher Education, 32 (2). pp. 95-110. [Journal article]
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The induction of beginning teachers continues to occupy a significant position oneducational policy agendas as a crucial dimension in the formation of a teacherand one upon which an emergent career is built. Whilst there is growing impetusto establish an induction model that constitutes a relevant, fulfilling experience,current arrangements continue to vary throughout the UK. This paper describesinduction as it affected a sample of beginning teachers in Northern Ireland, wherethere is a dearth of permanent positions for those newly qualified. Highlycontrasting experiences of the induction year emerged between graduates inpermanent and one-year temporary positions, and those who were short-termtemporary and supply teachers. The former completed a meaningful inductionwhereas the latter, because of sporadic, fragmented employment, did not. Aflexible model of induction is proposed, with collaborative involvement of thehigher education institutions, the schools and the local education authorities.
|Item Type:||Journal article|
|Keywords:||induction; supply teaching; teacher education|
|Faculties and Schools:||Faculty of Social Sciences|
Faculty of Social Sciences > School of Education
|Research Institutes and Groups:||Institute for Research in Social Sciences > Education|
Institute for Research in Social Sciences
|Deposited By:||Professor Linda Clarke|
|Deposited On:||04 Feb 2010 16:31|
|Last Modified:||30 Oct 2012 15:42|
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