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ERIC Number: EJ907475
Record Type: Journal
Publication Date: 2010-Dec
Pages: 21
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0305-4985
Strengthening and Sustaining Professional Learning in the Second Year of Teaching
Burn, Katharine; Mutton, Trevor; Hagger, Hazel
Oxford Review of Education, v36 n6 p639-659 Dec 2010
The data discussed in this paper derive from post-lesson and end-of-year interviews with 17 teachers in their second year of teaching. They form part of a longitudinal study which first tracked these teachers through their initial postgraduate teacher education programme and induction year. In the light of earlier analysis, which had highlighted both the enduring importance of individuals' dispositions towards their own learning and the profound sense of professional isolation that some teachers experience once the support of their induction year is withdrawn, this paper focuses specifically on the interplay between teachers' orientations towards their own professional learning and the nature of the learning environments in which they are working. The complex interrelationships between these two dimensions are illuminated by six case studies, which offer strong support to those who have challenged exclusive conceptualisations of "learning" as "either" "construction" "or" "participation". The findings have important implications for all those responsible for the professional education of beginning and early career teachers, especially as they respond to the government launch in England of a new "national framework" intended (eventually) to offer opportunities for Masters level professional learning to all newly qualified teachers. (Contains 1 figure, 2 tables and 3 notes.)
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
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)