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ERIC Number: EJ929513
Record Type: Journal
Publication Date: 2009
Pages: 22
Abstractor: As Provided
Reference Count: 79
ISBN: N/A
ISSN: ISSN-1366-4530
On Being Bottom of the Pecking Order: Beginner Teachers' Perceptions and Experiences of Support
Hobson, Andrew J.
Teacher Development, v13 n4 p299-320 2009
This article presents findings from a large-scale, longitudinal study of teachers' experiences of initial teacher preparation and early professional development in England. Data were generated via annual surveys, in-depth interviews and email communications. The study established that beginner teachers' perceptions of the support they received were a major factor shaping their experiences of becoming and being a teacher. This article examines the importance of support to beginner teachers, what they understand by support, their perceptions of their support needs, and apparent successes and failings in the support provided to beginning teachers. The findings are situated in the broader literature on beginner teacher support and a number of implications for policy and practice are discussed. (Contains 19 notes and 3 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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)