Northern Ireland Beginning Teachers’ Experiences of Induction: the ‘haves’ and the ‘have nots’

Lesley Abbott, Anne Moran, Linda Clarke

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

The induction of beginning teachers continues to occupy a significant position oneducational policy agendas as a crucial dimension in the formation of a teacherand one upon which an emergent career is built. Whilst there is growing impetusto establish an induction model that constitutes a relevant, fulfilling experience,current arrangements continue to vary throughout the UK. This paper describesinduction as it affected a sample of beginning teachers in Northern Ireland, wherethere is a dearth of permanent positions for those newly qualified. Highlycontrasting experiences of the induction year emerged between graduates inpermanent and one-year temporary positions, and those who were short-termtemporary and supply teachers. The former completed a meaningful inductionwhereas the latter, because of sporadic, fragmented employment, did not. Aflexible model of induction is proposed, with collaborative involvement of thehigher education institutions, the schools and the local education authorities.
LanguageEnglish
Pages95-110
JournalEuropean Journal of Teacher Education
Volume32
Issue number2
DOIs
Publication statusPublished - May 2009

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teacher
experience
education
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supply
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Keywords

  • induction
  • supply teaching
  • teacher education

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title = "Northern Ireland Beginning Teachers’ Experiences of Induction: the ‘haves’ and the ‘have nots’",
abstract = "The induction of beginning teachers continues to occupy a significant position oneducational policy agendas as a crucial dimension in the formation of a teacherand one upon which an emergent career is built. Whilst there is growing impetusto establish an induction model that constitutes a relevant, fulfilling experience,current arrangements continue to vary throughout the UK. This paper describesinduction as it affected a sample of beginning teachers in Northern Ireland, wherethere is a dearth of permanent positions for those newly qualified. Highlycontrasting experiences of the induction year emerged between graduates inpermanent and one-year temporary positions, and those who were short-termtemporary and supply teachers. The former completed a meaningful inductionwhereas the latter, because of sporadic, fragmented employment, did not. Aflexible model of induction is proposed, with collaborative involvement of thehigher education institutions, the schools and the local education authorities.",
keywords = "induction, supply teaching, teacher education",
author = "Lesley Abbott and Anne Moran and Linda Clarke",
note = "Reference text: American Federation of Teachers. 2001. Beginning teacher induction: The essential bridge. Educational Policy Issues Policy Brief 13. Washington, DC: American Federation of Teachers. Britton, E., L. Paine, D. Pimm, and S.A. Raizen. 2003. Comprehensive teacher induction: Systems for early career learning. Norwell, MA: Kluwer Academic Publishers. Bubb, S. 2003. From training to induction – fasten your seatbelts, there will be turbulence. Education 3–13 31, no. 2: 19–25. Capel, S. 1998. The transition from student teacher to newly qualified teacher: Some findings. Journal of In-service Education 24, no. 3: 393–412. Darling-Hammond, L. 2006. Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Jossey-Bass. Darling-Hammond, L., B.T. Berry, D. Haselkorn, and E. Fideler. 1999. Teacher recruitment, selection, and induction: Policy influences on the supply and quality of teachers. In Teaching as the learning profession, ed. L. Darling-Hammond and G. Sykes, 183–232. San Francisco, CA: Jossey-Bass. Day, C. 2007. A passion for teaching. General Teaching Council for Northern Ireland Second Annual Lecture, Belfast, April. http://www.gtcni.org.uk. Department of Education. 2003. Teachers’ pay and conditions of service inquiry: Parity, performance and progression. Final report – Part 1 (The Curran Report). Bangor: Department of Education. Department of Education. 2004. Teachers’ pay and conditions of service inquiry: Improving conditions, raising standards and negotiating arrangements. Final report – Part 2 (The Curran Report). Bangor: Department of Education. Department for Education and Employment. 1999a. The education (induction arrangements for school teachers) regulations, 1999. London: Department for Education and Employment. Department for Education and Employment. 1999b. The induction period for newly qualified teachers. Circular 5/99 London: Department for Education and Employment. Department for Education and Skills. 2002. Using supply teachers to cover short-term absences. Ref. DfES/0472/2002. Nottingham: Department for Education and Skills. Draper, J., and J. O’Brien. 2006. Induction – fostering career development at all stages. Edinburgh: Dunedin Academic Press Ltd. Draper, J., J. O’Brien, and F. Christie. 2004. First impressions: the new teacher induction arrangements in Scotland. Journal of In-Service Education 30, no. 2: 201–23. Education and Training Inspectorate. 2005. The induction and early professional development of beginning teachers. Bangor: Department of Education. Feiman-Nemser, S. 2001. Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education 52, no. 1: 17–30. 108 L. Abbott et al. Downloaded By: [University of Ulster at Coleraine] At: 09:18 30 March 2009 Feiman-Nemser, S. 2003. What new teachers need to learn. Educational Leadership 60, no. 8: 25–29. General Teaching Council forNorthern Ireland. 2005. GTCNI reviews of teacher competences and continuing professional development.Belfast:GeneralTeachingCouncil forNorthernIreland. General Teaching Council Scotland. 2002. The standard for full registration. Edinburgh: General Teaching Council Scotland. General Teaching Council Scotland. 2005. Experiences of the teacher induction scheme: Operation, support and CPD. Edinburgh: General Teaching Council Scotland. Harrison, J. 2002. The induction of newly qualified teachers in secondary schools. Journal of In-Service Education 28, no. 2: 255–75. Heilbronn, R., C. Jones, S. Bubb, and M. Totterdell. 2002. School-based induction tutors: A challenging role. School Leadership and Management 22, no. 4: 371–88. Hextall, I., and P. Mahony. 2000. Consultation and the management of consent: Standards for qualified teacher status. British Educational Research Journal 26, no. 3: 323–42. Ingersoll, R.M., and T.M. Smith. 2004. Do teacher induction and mentoring matter? NASSP Bulletin 88: 28–40. Israel, M., and I. Hay. 2006. Research ethics for social scientists. London: Sage Publications. Kelchtermans, G., and K. Ballet. 2002. The micropolitics of teacher induction. A narrativebiographical study on teacher socialization. Teaching and Teacher Education 18: 105–20. Kelley, L.M. 2004. Why induction matters. Journal of Teacher Education 55, no. 5: 438–48. Kyriacou, C., and A. O’Connor. 2003. Primary newly qualified teachers’ experience of the induction year in its first years of implementation in England. Journal of In-Service Education 29, no. 2: 185–200. Martin, M., and J. Rippon. 2005. Everything is fine: The experience of teacher induction. Journal of In-Service Education 31, no. 3: 527–44. McCormack, A., and K. Thomas. 2003. Is survival enough? Induction experiences of beginning teachers within a New South Wales context. Asia Pacific Journal of Teacher Education 31, no. 2: 125–38. McNally, J. 2002. Developments in teacher education in Scotland and implications for the role of higher education. Journal of In-Service Education 30, no. 2: 201–24. McNally, J. 2006. From informal learning to identity formation: A conceptual journey in early teacher development. Special edition. Scottish Educational Review 37: 79–89. McNally, J., and P. Gray. 2006. Finding an identity or meeting a standard? Conflicting discourses in becoming a teacher. Paper presented at the Annual European Educational Research Conference, in Geneva, Switzerland. McNally, J., and I. Oberski. 2003. Right at the start: An agenda for research and development in teacher education. Teacher Development 7, no. 1: 59–73. Menter, I., C. Holligan, M. Hutchings, and E. Seagraves. 2004. Holding it all together? The management of supply cover in the teaching profession. Edinburgh: Scottish Executive. Moran, A., J. Dallat, and L. Abbott. 1999. Newly qualified teachers in post-primary schools in Northern Ireland: The support provided for their needs and their own vision for induction. European Journal of Teacher Education 22, no. 2–3: 173–89. Moyles, J., W. Suschitzky, and L. Chapman. 1998. Teaching fledglings to fly…? Mentoring and support systems in primary schools. London: Association of Teachers and Lecturers. National Association of Schoolmasters and Union of Women Teachers. 2002. Induction/ probation – a guide for students and newly qualified teachers – Scotland. National Association of Schoolmasters and Union of Women Teachers. http://www.nasuwt.org.uk/ TrainingEventsandPublications/NASUWTPublications/Publications/InductionPeriod4 nations/NASUWT_000857. National Association of Schoolmasters and Union of Women Teachers. 2006. Beginning teachers let down. National Association of Schoolmasters and Union of Women Teachers. http://www.nasuwt.org.uk/ (accessed August 2, 2007). European Journal of Teacher Education 109 Downloaded By: [University of Ulster at Coleraine] At: 09:18 30 March 2009 National Association of Schoolmasters and Union of Women Teachers. 2007a. The induction period – a guide for students and beginning teachers – England (Updated to include 2007 revisions to standards for induction). National Association of Schoolmasters and Union of Women Teachers. http://www.nasuwt.org.uk/TrainingEventsandPublications/ NASUWTPublications/Publications/InductionPeriod4nations/NASUWT_000857. National Association of Schoolmasters and Union of Women Teachers. 2007b. The induction period – a guide for students and beginning teachers –Wales (UpdatedApril 2007).National Association of Schoolmasters and Union of Women Teachers. http://www.nasuwt.org.uk. http://www.nasuwt.org.uk/TrainingEventsandPublications/NASUWTPublications/ Publications/InductionPeriod4nations/NASUWT_000857. Northern Ireland Assembly. 2007. Official report of the Northern Ireland Assembly, private members’ business session – teacher induction year, June 19. http://www.niassembly. gov.uk/record/reports2007/070619.htm. Northern Ireland Teacher Education Committee and the Committee for Early Professional Development. 1998. Teacher education partnership handbook. Belfast: Teacher Education Committee and the Committee for Early Professional Development. O’Brien, J. 2004. Teacher induction: the school leaders’ role. Paper presented at The Educational Leadership Breakfast Series, Brisbane, Australia, 24 November. Ontario College of Teachers. 2007. Transition to teaching: first through fifth year Ontario teacher experience in the 2006–2007 school year. Toronto: Ontario College of Teachers. Organisation for Economic Co-operation and Development. 2005. Teachers matter: Attracting, developing and retaining effective teachers. Paris: Organisation for Economic Co-operation and Development. Osler, D. 2005. Policy review of teacher education in Northern Ireland. Report commissioned by Department of Education and Department of Employment and Learning. Parkinson, J., and J. Pritchard. 2005. The induction experiences of newly qualified secondary teachers in England and Wales. Journal of In-Service Education 31, no. 1: 63–81. Pearson, M.A., and D. Robson. 2005. Experiences of the teacher induction scheme: Operation, support and CPD. Edinburgh: GTCS. Rolley, L. 2001. Another cry in the wilderness? Unicorn 27, no. 3: 37–41. Scottish Executive Education Department. 2000. A teaching profession for the 21st century. Report of the Committee of Inquiry into Professional Conditions of Service of Teachers (McCrone Report). Edinburgh: The Stationery Office. Sharp, H. 2006. Examining the consequences of inadequate induction for beginning teachers. Paper presented at the Annual Conference of the Australian Association for Research in Education, November, in Adelaide, Australia. Stokking, K., F. Leenders, J. De Jong, and J. Van Tartwijk. 2003. From student to teacher: reducing practice shock and early dropout in the teaching profession. European Journal of Teacher Education 26, no. 3: 329–50. Totterdell, M., S. Bubb, L. Woodroffe, and K. Hanrahan. 2004. The impact of newly qualified teachers’ (NQT) induction on the enhancement of teacher expertise, professional development, job satisfaction or retention rates: A systematic review of research literature on induction. London: EPPI-Centre. Totterdell, M., R. Heilbronn, S. Bubb, and C. Jones. 2002. Evaluation of the effectiveness of the statutory arrangements for the induction of newly qualified teachers. London: DfES. Tromans, C.,L.Daws,B. Limerick, and J. Brannock. 2001.Winning the lottery?Beginning teachers on temporary engagement. Teachers and Training: Theory and practice 7, no. 1: 26–42. Veenman, S. 1984. Perceived problems of beginning teachers. Review of Educational Research 54, no. 2: 143–78. 110 L. Abbott et al.",
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Northern Ireland Beginning Teachers’ Experiences of Induction: the ‘haves’ and the ‘have nots’. / Abbott, Lesley; Moran, Anne; Clarke, Linda.

In: European Journal of Teacher Education, Vol. 32, No. 2, 05.2009, p. 95-110.

Research output: Contribution to journalArticle

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T1 - Northern Ireland Beginning Teachers’ Experiences of Induction: the ‘haves’ and the ‘have nots’

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N1 - Reference text: American Federation of Teachers. 2001. Beginning teacher induction: The essential bridge. Educational Policy Issues Policy Brief 13. Washington, DC: American Federation of Teachers. Britton, E., L. Paine, D. Pimm, and S.A. Raizen. 2003. Comprehensive teacher induction: Systems for early career learning. Norwell, MA: Kluwer Academic Publishers. Bubb, S. 2003. From training to induction – fasten your seatbelts, there will be turbulence. Education 3–13 31, no. 2: 19–25. Capel, S. 1998. The transition from student teacher to newly qualified teacher: Some findings. Journal of In-service Education 24, no. 3: 393–412. Darling-Hammond, L. 2006. Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Jossey-Bass. Darling-Hammond, L., B.T. Berry, D. Haselkorn, and E. Fideler. 1999. Teacher recruitment, selection, and induction: Policy influences on the supply and quality of teachers. In Teaching as the learning profession, ed. L. Darling-Hammond and G. Sykes, 183–232. San Francisco, CA: Jossey-Bass. Day, C. 2007. A passion for teaching. General Teaching Council for Northern Ireland Second Annual Lecture, Belfast, April. http://www.gtcni.org.uk. Department of Education. 2003. Teachers’ pay and conditions of service inquiry: Parity, performance and progression. Final report – Part 1 (The Curran Report). Bangor: Department of Education. Department of Education. 2004. Teachers’ pay and conditions of service inquiry: Improving conditions, raising standards and negotiating arrangements. Final report – Part 2 (The Curran Report). Bangor: Department of Education. Department for Education and Employment. 1999a. The education (induction arrangements for school teachers) regulations, 1999. London: Department for Education and Employment. Department for Education and Employment. 1999b. The induction period for newly qualified teachers. Circular 5/99 London: Department for Education and Employment. Department for Education and Skills. 2002. Using supply teachers to cover short-term absences. Ref. DfES/0472/2002. Nottingham: Department for Education and Skills. Draper, J., and J. O’Brien. 2006. Induction – fostering career development at all stages. Edinburgh: Dunedin Academic Press Ltd. Draper, J., J. O’Brien, and F. Christie. 2004. First impressions: the new teacher induction arrangements in Scotland. Journal of In-Service Education 30, no. 2: 201–23. Education and Training Inspectorate. 2005. The induction and early professional development of beginning teachers. Bangor: Department of Education. Feiman-Nemser, S. 2001. Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education 52, no. 1: 17–30. 108 L. Abbott et al. Downloaded By: [University of Ulster at Coleraine] At: 09:18 30 March 2009 Feiman-Nemser, S. 2003. What new teachers need to learn. Educational Leadership 60, no. 8: 25–29. General Teaching Council forNorthern Ireland. 2005. GTCNI reviews of teacher competences and continuing professional development.Belfast:GeneralTeachingCouncil forNorthernIreland. General Teaching Council Scotland. 2002. The standard for full registration. Edinburgh: General Teaching Council Scotland. General Teaching Council Scotland. 2005. Experiences of the teacher induction scheme: Operation, support and CPD. Edinburgh: General Teaching Council Scotland. Harrison, J. 2002. The induction of newly qualified teachers in secondary schools. Journal of In-Service Education 28, no. 2: 255–75. Heilbronn, R., C. Jones, S. Bubb, and M. Totterdell. 2002. School-based induction tutors: A challenging role. School Leadership and Management 22, no. 4: 371–88. Hextall, I., and P. Mahony. 2000. Consultation and the management of consent: Standards for qualified teacher status. British Educational Research Journal 26, no. 3: 323–42. Ingersoll, R.M., and T.M. Smith. 2004. Do teacher induction and mentoring matter? NASSP Bulletin 88: 28–40. Israel, M., and I. Hay. 2006. Research ethics for social scientists. London: Sage Publications. Kelchtermans, G., and K. Ballet. 2002. The micropolitics of teacher induction. A narrativebiographical study on teacher socialization. Teaching and Teacher Education 18: 105–20. Kelley, L.M. 2004. Why induction matters. Journal of Teacher Education 55, no. 5: 438–48. Kyriacou, C., and A. O’Connor. 2003. Primary newly qualified teachers’ experience of the induction year in its first years of implementation in England. Journal of In-Service Education 29, no. 2: 185–200. Martin, M., and J. Rippon. 2005. Everything is fine: The experience of teacher induction. Journal of In-Service Education 31, no. 3: 527–44. McCormack, A., and K. Thomas. 2003. Is survival enough? Induction experiences of beginning teachers within a New South Wales context. Asia Pacific Journal of Teacher Education 31, no. 2: 125–38. McNally, J. 2002. Developments in teacher education in Scotland and implications for the role of higher education. Journal of In-Service Education 30, no. 2: 201–24. McNally, J. 2006. From informal learning to identity formation: A conceptual journey in early teacher development. Special edition. Scottish Educational Review 37: 79–89. McNally, J., and P. Gray. 2006. Finding an identity or meeting a standard? Conflicting discourses in becoming a teacher. Paper presented at the Annual European Educational Research Conference, in Geneva, Switzerland. McNally, J., and I. Oberski. 2003. Right at the start: An agenda for research and development in teacher education. Teacher Development 7, no. 1: 59–73. Menter, I., C. Holligan, M. Hutchings, and E. Seagraves. 2004. Holding it all together? The management of supply cover in the teaching profession. Edinburgh: Scottish Executive. Moran, A., J. Dallat, and L. Abbott. 1999. Newly qualified teachers in post-primary schools in Northern Ireland: The support provided for their needs and their own vision for induction. European Journal of Teacher Education 22, no. 2–3: 173–89. Moyles, J., W. Suschitzky, and L. Chapman. 1998. Teaching fledglings to fly…? Mentoring and support systems in primary schools. London: Association of Teachers and Lecturers. National Association of Schoolmasters and Union of Women Teachers. 2002. Induction/ probation – a guide for students and newly qualified teachers – Scotland. National Association of Schoolmasters and Union of Women Teachers. http://www.nasuwt.org.uk/ TrainingEventsandPublications/NASUWTPublications/Publications/InductionPeriod4 nations/NASUWT_000857. National Association of Schoolmasters and Union of Women Teachers. 2006. Beginning teachers let down. National Association of Schoolmasters and Union of Women Teachers. http://www.nasuwt.org.uk/ (accessed August 2, 2007). European Journal of Teacher Education 109 Downloaded By: [University of Ulster at Coleraine] At: 09:18 30 March 2009 National Association of Schoolmasters and Union of Women Teachers. 2007a. The induction period – a guide for students and beginning teachers – England (Updated to include 2007 revisions to standards for induction). National Association of Schoolmasters and Union of Women Teachers. http://www.nasuwt.org.uk/TrainingEventsandPublications/ NASUWTPublications/Publications/InductionPeriod4nations/NASUWT_000857. National Association of Schoolmasters and Union of Women Teachers. 2007b. The induction period – a guide for students and beginning teachers –Wales (UpdatedApril 2007).National Association of Schoolmasters and Union of Women Teachers. http://www.nasuwt.org.uk. http://www.nasuwt.org.uk/TrainingEventsandPublications/NASUWTPublications/ Publications/InductionPeriod4nations/NASUWT_000857. Northern Ireland Assembly. 2007. Official report of the Northern Ireland Assembly, private members’ business session – teacher induction year, June 19. http://www.niassembly. gov.uk/record/reports2007/070619.htm. Northern Ireland Teacher Education Committee and the Committee for Early Professional Development. 1998. Teacher education partnership handbook. Belfast: Teacher Education Committee and the Committee for Early Professional Development. O’Brien, J. 2004. Teacher induction: the school leaders’ role. Paper presented at The Educational Leadership Breakfast Series, Brisbane, Australia, 24 November. Ontario College of Teachers. 2007. Transition to teaching: first through fifth year Ontario teacher experience in the 2006–2007 school year. Toronto: Ontario College of Teachers. Organisation for Economic Co-operation and Development. 2005. Teachers matter: Attracting, developing and retaining effective teachers. Paris: Organisation for Economic Co-operation and Development. Osler, D. 2005. Policy review of teacher education in Northern Ireland. Report commissioned by Department of Education and Department of Employment and Learning. Parkinson, J., and J. Pritchard. 2005. The induction experiences of newly qualified secondary teachers in England and Wales. Journal of In-Service Education 31, no. 1: 63–81. Pearson, M.A., and D. Robson. 2005. Experiences of the teacher induction scheme: Operation, support and CPD. Edinburgh: GTCS. Rolley, L. 2001. Another cry in the wilderness? Unicorn 27, no. 3: 37–41. Scottish Executive Education Department. 2000. A teaching profession for the 21st century. Report of the Committee of Inquiry into Professional Conditions of Service of Teachers (McCrone Report). Edinburgh: The Stationery Office. Sharp, H. 2006. Examining the consequences of inadequate induction for beginning teachers. Paper presented at the Annual Conference of the Australian Association for Research in Education, November, in Adelaide, Australia. Stokking, K., F. Leenders, J. De Jong, and J. Van Tartwijk. 2003. From student to teacher: reducing practice shock and early dropout in the teaching profession. European Journal of Teacher Education 26, no. 3: 329–50. Totterdell, M., S. Bubb, L. Woodroffe, and K. Hanrahan. 2004. The impact of newly qualified teachers’ (NQT) induction on the enhancement of teacher expertise, professional development, job satisfaction or retention rates: A systematic review of research literature on induction. London: EPPI-Centre. Totterdell, M., R. Heilbronn, S. Bubb, and C. Jones. 2002. Evaluation of the effectiveness of the statutory arrangements for the induction of newly qualified teachers. London: DfES. Tromans, C.,L.Daws,B. Limerick, and J. Brannock. 2001.Winning the lottery?Beginning teachers on temporary engagement. Teachers and Training: Theory and practice 7, no. 1: 26–42. Veenman, S. 1984. Perceived problems of beginning teachers. Review of Educational Research 54, no. 2: 143–78. 110 L. Abbott et al.

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AB - The induction of beginning teachers continues to occupy a significant position oneducational policy agendas as a crucial dimension in the formation of a teacherand one upon which an emergent career is built. Whilst there is growing impetusto establish an induction model that constitutes a relevant, fulfilling experience,current arrangements continue to vary throughout the UK. This paper describesinduction as it affected a sample of beginning teachers in Northern Ireland, wherethere is a dearth of permanent positions for those newly qualified. Highlycontrasting experiences of the induction year emerged between graduates inpermanent and one-year temporary positions, and those who were short-termtemporary and supply teachers. The former completed a meaningful inductionwhereas the latter, because of sporadic, fragmented employment, did not. Aflexible model of induction is proposed, with collaborative involvement of thehigher education institutions, the schools and the local education authorities.

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KW - supply teaching

KW - teacher education

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