NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ800773
Record Type: Journal
Publication Date: 2008-Aug
Pages: 16
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0260-7476
Induction: The Experiences of Newly Qualified Science Teachers
Soares, Allan; Lock, Roger; Foster, Julie
Journal of Education for Teaching: International Research and Pedagogy, v34 n3 p191-206 Aug 2008
This research focused on the induction year entitlement in England, with particular reference to timetable, formal assessment meetings, lesson observations and provision of an induction tutor and a named external contact. Pooled data from a postal questionnaire, with a 60% response rate (n = 92), were analysed from three consecutive cohorts of newly qualified science teachers (2003-2006). Focus group interviews and telephone interviews with 20 newly qualified teachers and 20 induction tutors were also used to collect data. The majority of the sample of newly qualified teachers received the main entitlements in their induction year but serious concerns persist for a significant minority. Implications for the induction of all newly qualified teachers, irrespective of their subject area, school and policy-makers, are identified. (Contains 11 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)