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dc.contributor.authorRhodes, Christopher
dc.contributor.authorNevill, Alan M.
dc.contributor.authorAllan, Joanna
dc.date.accessioned2008-03-27T12:50:30Z
dc.date.available2008-03-27T12:50:30Z
dc.date.issued2005
dc.identifier.citationJournal of In-Service Education, 31(2): 337-352
dc.identifier.issn13674587
dc.identifier.issn17475082
dc.identifier.doi10.1080/13674580500200282
dc.identifier.urihttp://hdl.handle.net/2436/21672
dc.description.abstractThis article reports on the evaluation of an accredited programme to enhance the early professional development of newly qualified teachers within the Black Country region of the English West Midlands. Newly qualified teachers participating in the accredited programme, their induction tutors, newly qualified teachers not participating in the accredited programme and local education authority officers offer feedback on the successes and shortcomings of the programme. Analysis shows that the programme outcomes are of relevance to newly qualified teacher stakeholders and that the programme is meeting its planned outcomes. It is also shown that the programme is perceived as effective in fostering reflective practice amongst newly qualified teachers, and has impacted positively upon their personal and professional development. There is evidence that the programme offers clear linkage to a vision of early professional development progression beyond the induction period. Gender and sector differences in response to facets of programme choice, helpfulness and support are demonstrated. Difficulties in terms of induction tutor engagement, non-participation and programme management still remain. Potential longer-term benefits to be studied in subsequent cohorts include programme impact on developing teacher identity, professionality, job satisfaction and retention within the profession.
dc.language.isoen
dc.publisherRoutledge (Taylor & Francis)
dc.relation.urlhttps://www.tandfonline.com/doi/abs/10.1080/13674580500200282
dc.subjectTeacher education
dc.subjectProfessional development
dc.subjectNewly qualified teachers
dc.subjectEvaluation
dc.subjectBlack Country
dc.subjectAccredited programme
dc.titleHow will this help me? Evaluating an accredited programme to enhance the early professional development of newly qualified teachers
dc.typeJournal article
dc.identifier.journalJournal of In-service Education
html.description.abstractThis article reports on the evaluation of an accredited programme to enhance the early professional development of newly qualified teachers within the Black Country region of the English West Midlands. Newly qualified teachers participating in the accredited programme, their induction tutors, newly qualified teachers not participating in the accredited programme and local education authority officers offer feedback on the successes and shortcomings of the programme. Analysis shows that the programme outcomes are of relevance to newly qualified teacher stakeholders and that the programme is meeting its planned outcomes. It is also shown that the programme is perceived as effective in fostering reflective practice amongst newly qualified teachers, and has impacted positively upon their personal and professional development. There is evidence that the programme offers clear linkage to a vision of early professional development progression beyond the induction period. Gender and sector differences in response to facets of programme choice, helpfulness and support are demonstrated. Difficulties in terms of induction tutor engagement, non-participation and programme management still remain. Potential longer-term benefits to be studied in subsequent cohorts include programme impact on developing teacher identity, professionality, job satisfaction and retention within the profession.


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