A multinational perspective on aspects of schooling to which Newly Qualified Teachers (NQTs) could contribute.

Minott, Mark

Abstract

The purpose of this grounded approach study is to provide answers to the research question ‘what aspect(s) of schooling could newly qualified teachers contribute to, and why?’ Via emails, 22 newly qualified teachers (NQTs) from 10 countries provided answers to the research question. The analysis of the data revealed that NQTs thought attributional, informational and skill and ability based contributions and associated actions and activities could be made to various aspects of schooling. I define attributional contributions as actions and activities in which NQTs engage which are the results of personal qualities/attributes they possess, informational contributions as facts which NQTs share and gain via experience and/or initial teacher education and training, and skill and ability based contributions as school-based activities in which NQTs engage based on personal skills, abilities and interests. Examples of
implications of the findings for policy and practice include schools’ leadership teams reexamining their views on the use of NQTs and the need to reduce negative human dynamics which prevent NQTs from being recognised and used.

Citation

Minott, M. (2019). A multinational perspective on aspects of schooling to which Newly Qualified Teachers (NQTs) could contribute. Teacher Education Advancement Network Journal, 11(1), 95-105

• Journal Article Type: Article
• Online Publication Date: Jul 1, 2019
• Publication Date: Jul 1, 2019
• Deposit Date: Oct 23, 2022
• Publicly Available Date: Oct 27, 2022
• Journal: Teacher Education Advancement Network Journal
• Print ISSN: 2054-5266
• Peer Reviewed: Peer Reviewed
• Volume: 11
• Issue: 1
• Pages: 95-105
• Public URL: https://hull-repository.worktribe.com/output/4104206
• Publisher URL: https://ojs.cumbria.ac.uk/index.php/TEAN/article/view/508
• Related Public URLs: https://discovery.dundee.ac.uk/en/publications/does-classroom-architecture-count-beyond-the-early-years