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ERIC Number: EJ863449
Record Type: Journal
Publication Date: 2009-Sep
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1941-5257
Continuity, Support, Togetherness and Trust: Findings from an Evaluation of a University-Administered Early Professional Development Programme for Teachers in England
McIntyre, Joanna; Hobson, Andrew J.; Mitchell, Nick
Professional Development in Education, v35 n3 p357-379 Sep 2009
This article discusses the evaluation of a unique university-based early professional development (EPD) programme in England that enabled newly and recently qualified teachers to have continued contact with their initial teacher preparation provider. The programme was designed to enhance the induction, EPD and retention of beginning teachers of secondary science, graduating from the university's Postgraduate Certificate of Education initial teacher preparation course, through the provision of development days and the growth of a support network involving beginning and more experienced teachers. The main findings are that the programme helped to compensate for limitations of existing induction and EPD provision and to provide continuity and coherence between the beginning teachers' initial teacher preparation and EPD. The new teachers perceived it to be a distinctive and strong programme that fostered reflective practice and addressed the emotional and affective side of teacher development. The findings are discussed within their broader research and policy contexts, and some implications for policy, practice and further research are considered.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)