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

Abstract

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.

Citation

McIntyre, J., Hobson, A. J., & Mitchell, N. (2009). Continuity, support, togetherness and trust: findings from an evaluation of a university-administered early professional development programme for teachers in England. Professional Development in Education, 35(3), 357--379. https://doi.org/10.1080/19415250903016624

• Journal Article Type: Article
• Publication Date: 2009
• Deposit Date: Aug 23, 2024
• Journal: Professional development in education
• Print ISSN: 1941-5257
• Electronic ISSN: 1941-5265
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 35
• Issue: 3
• Pages: 357--379
• DOI: https://doi.org/10.1080/19415250903016624
• Keywords: Beginning Teacher Induction ; College School Cooperation ; Education & Educational Research ; England ; Foreign Countries ; Interviews ; Preservice Teacher Education ; Professional Development ; Program Attitudes ; Program Evaluation ; Questionnaires ; Reflective Teaching ; Secondary School Science ; Secondary School Teachers ; Social Sciences ; Teaching Experience ; Technical Assistance
• Public URL: https://nottingham-repository.worktribe.com/output/38644207
• Publisher URL: https://www.tandfonline.com/doi/full/10.1080/19415250903016624