'It feels like its sink or swim': Newly qualified teachers' experiences of their induction year

Glazzard, Jonathan; Coverdale, Louise

Abstract

This study examined the experiences of a small group of Newly Qualified Teachers (NQTs) during their NQT year. A focus group was used to explore the NQTs' understandings of their role and the influence of the NQT year on the development of their professional teacher identity. Data were digitally recorded, transcribed and organised into themes. The data indicate that the participants had developed a strong sense of their own accountability for their own professionalism and for improving the academic performance of their pupils. They had been initiated into the discourse of performativity that is entrenched across the education system. Consequently, some, but not all, NQTs had rejected their personal educational philosophies and had embraced a socially assigned identity which embraced the principles of performativity.

Citation

Glazzard, J., & Coverdale, L. (2018). 'It feels like its sink or swim': Newly qualified teachers' experiences of their induction year. International Journal of Learning, Teaching and Educational Research, 17(11), 89-101. https://doi.org/10.26803/ijlter.17.11.7

• Journal Article Type: Article
• Publication Date: Nov 1, 2018
• Deposit Date: Oct 25, 2023
• Publicly Available Date: Nov 16, 2023
• Journal: International Journal of Learning, Teaching and Educational Research
• Print ISSN: 1694-2493
• Electronic ISSN: 1694-2116
• Publisher: Society for Research and Knowledge Management
• Peer Reviewed: Peer Reviewed
• Volume: 17
• Issue: 11
• Pages: 89-101
• DOI: https://doi.org/10.26803/ijlter.17.11.7
• Keywords: Teachers; Newly qualified teachers; Induction year; Professional development; Teacher identity
• Public URL: https://hull-repository.worktribe.com/output/4425097